Intention – We used.../We created.../We sought to ...
At AS we researched the conventions of existing media texts to inform our own planning.
Example – Through our use of .../We used the camera to ...
For example, we found Thriller have various character tropes such as the innocent victim, which is often portrayed through high angle shots and quick cuts to various close ups of key objects to connote fear.
Impact – This enabled us to ... More authentic/awareness of genre/build suspense/create a convincing narrative
This was something we duplicated in our video, planning in high angle shots of the victim, cross cutting with the close – up footsteps of the criminal
Change – At A2, there was a greater/more demand for/more diversity/a challenge in ...
However at A2 the emphasis was not on the emulation of the genre conventions but more the adaption of conventions to our own product
Example – We now .../We used the camera to .../We deliberately edited ... for example in the scene ...
For example we found that many indie videos cut between close-ups of the artist’s skill and performance in conjunction with a film-based narrative, often surrounding the artist himself, for example John Smith’s ‘I Need You’ portrays a flashback narrative through the use of vintage-style filters.
Impact – This changed as we were far more aware of .../We were now .../We realised ...
However, rather than emulating this, we sought to adapt it, so we maintained the cross cutting between performance and narrative, however we selected a brighter, more saturated colour filter to imply almost a cartoon-style effect in order to suggest the dreamlike qualities of the narrative, rather than aiming for the realism of traditional indie
Showing posts with label 1a. Show all posts
Showing posts with label 1a. Show all posts
Monday, 15 April 2013
Paragraph Structure for 1A with suggestions
Try using INTENTION-EXAMPLE-IMPACT-CHANGE-EXAMPLE-PROGRESS
Intention – We used.../We created.../We sought to ...
Example – Through our use of .../We used the camera to ...
Impact – This enabled us to ... More authentic/awareness of genre/build suspense/create a convincing narrative
Change – At A2, there was a greater/more demand for/more diversity/a challenge in ...
Example – We now .../We used the camera to .../We deliberately edited ... for example in the scene ...
Impact – This changed as we were far more aware of .../We were now .../We realised ...
Intention – We used.../We created.../We sought to ...
Example – Through our use of .../We used the camera to ...
Impact – This enabled us to ... More authentic/awareness of genre/build suspense/create a convincing narrative
Change – At A2, there was a greater/more demand for/more diversity/a challenge in ...
Example – We now .../We used the camera to .../We deliberately edited ... for example in the scene ...
Impact – This changed as we were far more aware of .../We were now .../We realised ...
Tuesday, 26 March 2013
1A Questions
Specimen: “Digital technology turns media consumers into media producers.” In your own experience, how has your creativity developed through using digital technology to complete your coursework productions? [25]
January 2010: Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. [25]
June 2010: Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time. [25]
January 2011: Describe how you developed your skills in the use of digital technology for the media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these developed over time. [25]
June 2011 Explain how far your understanding of the conventions of existing media texts influenced the way you created your own media products. Refer to a range of examples in your answer to show how these develop over time
January 2012 Describe how your analysis of the conventions of real media texts informed your own creative media practice. Refer to a range of examples in your answer to show how these skills developed over time.
- Used real media texts for genre conventions
- Used real media texts for technical aspects
- Used real media texts for emulation and challenge
January 2010: Describe how you developed research and planning skills for media production and evaluate how these skills contributed to creative decision making. Refer to a range of examples in your answer to show how these skills developed over time. [25]
June 2010: Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time. [25]
January 2011: Describe how you developed your skills in the use of digital technology for the media production and evaluate how these skills contributed to your creative decision making. Refer to a range of examples in your answer to show how these developed over time. [25]
June 2011 Explain how far your understanding of the conventions of existing media texts influenced the way you created your own media products. Refer to a range of examples in your answer to show how these develop over time
January 2012 Describe how your analysis of the conventions of real media texts informed your own creative media practice. Refer to a range of examples in your answer to show how these skills developed over time.
- Used real media texts for genre conventions
- Used real media texts for technical aspects
- Used real media texts for emulation and challenge
Friday, 1 June 2012
Student Answers
Below are three pdf files that have three students answers from last year - they are complete answers with 1a, 1b and Global Media
One is an A grade (due to boundaries the mark of 77 was changed to 88)
The other two are B grades (these also had 9 marks added to their grades for boundaries)
http://www.mediafire.com/?dqzrla8619b4x59
http://www.mediafire.com/?kcn08448ij44f64
http://www.mediafire.com/?6st8yjmgvf033qk
All three links are to my mediafire account and the downloads are safe to use :)
One is an A grade (due to boundaries the mark of 77 was changed to 88)
The other two are B grades (these also had 9 marks added to their grades for boundaries)
http://www.mediafire.com/?dqzrla8619b4x59
http://www.mediafire.com/?kcn08448ij44f64
http://www.mediafire.com/?6st8yjmgvf033qk
All three links are to my mediafire account and the downloads are safe to use :)
Wednesday, 20 April 2011
Blog on Indie and links
Remember that a lot of you were not 'classic' indie and shared a lot of conventions with other genres. Indie by it's own definition is nebulous as it means 'independent' which is definately you (being independent) but the visual features are frequently swiped.
http://en.wikipedia.org/wiki/Independent_music
http://www.google.co.uk/url?sa=t&source=video&cd=4&ved=0CE4QywgwAw&url=http%3A%2F%2Fwww.mtv.com%2Fmusic%2Findie%2F&rct=j&q=indie%20music&ei=g5yuTfq6A8iOswaTir3hDA&usg=AFQjCNEWA58JSFk7FKgTEqoj8U8le-AZOw&cad=rja
http://www.bbc.co.uk/music/genres/rockandindie
What are the 1a conventions?
Digital Technology
What is it?
• digital technology refers to hardware, software and online technology, so the cameras, the computers, the packages you used and the programs online that you have worked with. It is worth considering how all this inter-links.
Post-Production
What is it?
• It would actually fall under digital technology as well, so if that comes up it would probably represent an expansion of points you'd make in one section of digital technology.
• It is really about everything you do after constructing the raw materials for your production; so once you have taken photos and written text, how do you manipulate it all in photoshop or desktop publishing for a print product or once you have shot your video, what do you do to it in editing.
Research and Planning
What is it?
• research refers to looking at real media and audiences to inform your thinking about a media production and also how you record all that research
• Planning refers to all the creative and logistical thinking and all the organisation that goes on in putting the production together so that everything works and again gives you the chance to write about how you kept records of it.
Use of Real Media Conventions
What is it?
• Use of real media conventions involves consideration of other texts that you looked at and how skillfully you were able to weave their conventions into your work or ways in which you might have challenged them.
Creativity
What is it?
• Creativity is the hardest one in many ways because it involves thinking about what the creative process might mean.
• Wikipedia describes it as "a mental process involving the discovery of new ideas or concepts, or new associations of the existing ideas or concepts, fueled by the process of either conscious or unconscious insight."
• For your projects it might involve considering where ideas came from, how you worked collaboratively to share ideas, how you changed things or even how you used tools like the programs to achieve something imaginative.
But that’s my evaluation?!
• Most of these are the areas that you covered in the evaluation task.
• This time, you are putting together ideas from evaluations and standing a bit further back to look across your production work and reflecting on how you developed across the course.
• Feel free to acknowledge weaknesses and to reflect upon how you learned from them and how you overcame problems.
• It is not a place to be defensive about your work but to really reflect on it!
What is it?
• digital technology refers to hardware, software and online technology, so the cameras, the computers, the packages you used and the programs online that you have worked with. It is worth considering how all this inter-links.
Post-Production
What is it?
• It would actually fall under digital technology as well, so if that comes up it would probably represent an expansion of points you'd make in one section of digital technology.
• It is really about everything you do after constructing the raw materials for your production; so once you have taken photos and written text, how do you manipulate it all in photoshop or desktop publishing for a print product or once you have shot your video, what do you do to it in editing.
Research and Planning
What is it?
• research refers to looking at real media and audiences to inform your thinking about a media production and also how you record all that research
• Planning refers to all the creative and logistical thinking and all the organisation that goes on in putting the production together so that everything works and again gives you the chance to write about how you kept records of it.
Use of Real Media Conventions
What is it?
• Use of real media conventions involves consideration of other texts that you looked at and how skillfully you were able to weave their conventions into your work or ways in which you might have challenged them.
Creativity
What is it?
• Creativity is the hardest one in many ways because it involves thinking about what the creative process might mean.
• Wikipedia describes it as "a mental process involving the discovery of new ideas or concepts, or new associations of the existing ideas or concepts, fueled by the process of either conscious or unconscious insight."
• For your projects it might involve considering where ideas came from, how you worked collaboratively to share ideas, how you changed things or even how you used tools like the programs to achieve something imaginative.
But that’s my evaluation?!
• Most of these are the areas that you covered in the evaluation task.
• This time, you are putting together ideas from evaluations and standing a bit further back to look across your production work and reflecting on how you developed across the course.
• Feel free to acknowledge weaknesses and to reflect upon how you learned from them and how you overcame problems.
• It is not a place to be defensive about your work but to really reflect on it!
Examiner's Report 1a
1(a)
Whilst Candidates were typically able to discuss research in general terms, there was a distinction between those that could focus in on the precise ways in which their work was influenced by or responded to specific media texts/products and those that dealt with research and planning in a less applied and relevant manner (to the question set). Candidates in the latter category were restricted to levels 1 or 2 for use of examples. Terminology was utilised with variable conviction also – the stronger answers used appropriate theoretical or technical language to explain how creative decisions were informed by research into real media at the micro level.
Candidates are advised against the ‘scattergun’ approach – merely listing every instance of research and planning. They are also urged to be clear about the outcomes of research – reporting that they used YouTube to watch trailers, for example, is not sufficient for credit at A2. The words ‘informed by’ in the question were important. Evaluation/critical reflection is required here and the question demands explanation. Many Candidates provided description only – Centres should share the wording of the mark scheme as well as this report with Candidates ahead of the next series.
Equally, progression is an important part of this section and this was another neglected element. The higher level answers were able to synthesise all of these aspects – specific examples with emphasis on the outcome of the research in relation to creative decisions; critical reflection on the process of the research; and an awareness of progress made from AS to A2 and with reference to other media production work where relevant – the distance travelled.
Stronger Candidates were able to provide a broader answer they dealt with genre conventions along with a number of other aspects of real media texts, including narrative, media language and more technical and institutional/professional areas of media production related to several of their own productions.
Finally, it is important that Candidates can be specific and informed about real media conventions but there are a range of ways of relating their own work to real media – these might be more institutional. For example the institutional information in magazine contents pages or the title sequence of a film – these are equally conventional to the more genre ingredients examples that proliferated in answers. Or they might be more technical – observing industry practice in a particular medium.
Whilst Candidates were typically able to discuss research in general terms, there was a distinction between those that could focus in on the precise ways in which their work was influenced by or responded to specific media texts/products and those that dealt with research and planning in a less applied and relevant manner (to the question set). Candidates in the latter category were restricted to levels 1 or 2 for use of examples. Terminology was utilised with variable conviction also – the stronger answers used appropriate theoretical or technical language to explain how creative decisions were informed by research into real media at the micro level.
Candidates are advised against the ‘scattergun’ approach – merely listing every instance of research and planning. They are also urged to be clear about the outcomes of research – reporting that they used YouTube to watch trailers, for example, is not sufficient for credit at A2. The words ‘informed by’ in the question were important. Evaluation/critical reflection is required here and the question demands explanation. Many Candidates provided description only – Centres should share the wording of the mark scheme as well as this report with Candidates ahead of the next series.
Equally, progression is an important part of this section and this was another neglected element. The higher level answers were able to synthesise all of these aspects – specific examples with emphasis on the outcome of the research in relation to creative decisions; critical reflection on the process of the research; and an awareness of progress made from AS to A2 and with reference to other media production work where relevant – the distance travelled.
Stronger Candidates were able to provide a broader answer they dealt with genre conventions along with a number of other aspects of real media texts, including narrative, media language and more technical and institutional/professional areas of media production related to several of their own productions.
Finally, it is important that Candidates can be specific and informed about real media conventions but there are a range of ways of relating their own work to real media – these might be more institutional. For example the institutional information in magazine contents pages or the title sequence of a film – these are equally conventional to the more genre ingredients examples that proliferated in answers. Or they might be more technical – observing industry practice in a particular medium.
Unit G325: Section A Theoretical Evaluation of Production 1a) Essay Guidance
There is no formal structure for this answer as it is personal to your skills. You must also remember that consideration of the key media concepts is vital as this is a synoptic unit (bringing everything together).
Brief Introduction - should be an introduction which explains which projects you did. It can be quite short.
• State what you produced at AS and A2 and target audience (and any other media experience if applicable).
Paragraph 2
• Look at the skill area you have been asked about.
• What skills did you have already and how were these illustrated. Use an example – this could come from other subjects, other experience, starting points in Media
Paragraph 3
• This should now look at your skills at AS and year 12 – what you learned and developed – focusing on the key area you have been asked about.
• There should be very real and well-described examples to support your comments (e.g. ‘for example we used …’)
Paragraph 4
• This should go on to demonstrate how your skills developed in later project.
• Back up this with thorough examples
• Also, you now reflect on how this has made you progress from before.
Paragraph 5
• Round off your key points in a short conclusion, summarising the most important element of progress you made in this area.
Brief Introduction - should be an introduction which explains which projects you did. It can be quite short.
• State what you produced at AS and A2 and target audience (and any other media experience if applicable).
Paragraph 2
• Look at the skill area you have been asked about.
• What skills did you have already and how were these illustrated. Use an example – this could come from other subjects, other experience, starting points in Media
Paragraph 3
• This should now look at your skills at AS and year 12 – what you learned and developed – focusing on the key area you have been asked about.
• There should be very real and well-described examples to support your comments (e.g. ‘for example we used …’)
Paragraph 4
• This should go on to demonstrate how your skills developed in later project.
• Back up this with thorough examples
• Also, you now reflect on how this has made you progress from before.
Paragraph 5
• Round off your key points in a short conclusion, summarising the most important element of progress you made in this area.
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