Tuesday 18 March 2014

Evaluation help

As well as the guidance given to you for the evaluation and the Level 4 example in there - I have included lots of good examples from below for you to have a look at. Remember the deadline for it all (and any missing/additional research and planning) to be up on your blogsites is 31st March.

Some of the examples from OCR and comments 

Kamini 16 (Level 4) 
Unfortunately some of the original embedded media has now disappeared-­‐the perils of archiving! There is good mix of material, though some, such as the target audience, appears bit random. All  questions are addressed,  with some depth.
 

Chloe (Level 4)

Sophie (Level 3/4)


Ideas! 

Illustrate your point with a gif from your film rather than a screengrab - thanks to Molly Brailsford for this idea 

Here are some other suggestions (from Long Road Media Sixth Form College) - use these as well as the other ideas on the sheet given to you to come up with something creative and interesting! 


Thriller Evaluation Tasks

G321 Thriller Evaluation Tasks

Below are details of the 7 tasks you and your group need to do in order to answer the 7 evaluation questions also listed below:
1.
Question: In what ways does your media product use, develop or challenge forms and conventions of real media products?
Task: Choose 6 stills from your finished thriller that you think illustrate how you have used thriller conventions and opening sequence conventions (3 each). Annotate each still with notes on exactly which convention is being shown and whether you are using, developing or challenging it.

2.
Question: How does your media product represent particular social groups?
Task: Select a still from your thriller that you think shows an individual from a particular social group you have represented. Then, select a still of a character from A. another film that discusses the group and B. a still of a real individual, possibly from a news story, who also represents that group. Write annotations for all of the stills that discuss why you have represented this group in your particular way and how your representation compares or contrasts with both your chosen real media text and the still of a real person.

3.
Question: What kind of media institution might distribute your media product and why?
Task: Use the www.IMDB.com template to create a page for your film. You will need to fill in all of the blank information. You can find this in the student 'foundation production materials' folder.

4.
Question: Who would be the audience for your media product?
Task: Decide on a film magazine that you think would be most likely to carry reviews and adverts for your film. Create a word document that includes an image of the front cover of the magazine, a 300 word analysis of why you think the publication would be appropriate for your film and a 300 word review of your film that could potentially be found in the magazine.

5.
Question: How did you attract/address your audience?
Task: Re-import your finished thriller sequence into Final Cut and create either a voice-over or text that discusses key technical devices and other strategies that you used to engage your audience.

6.
Question: What have you learnt about technologies from the process of constructing the product?
Task: Use the stills of you with shooting equipment that you took whilst shooting, screen grabs of software and of you using the software. For each of the stills, note down what you learnt about the equipment/ software, what it allowed you to do and what you might consider its drawbacks.

7.
Question: Looking back to your preliminary task, what do you feel that you have learnt in the progression from it to the full product?
Task: Create a Prezi that takes your ‘reader’ on a journey from preliminary task to finished thriller. Include images to illustrate your points.

Sunday 9 March 2014

Guide to AS Media Studies evaluation - big thanks to Reepham College!

Please open and read through the guide to AS Media Studies evaluation. It is in the student folder/English/Media Studies/AS Foundation portfolio pdf

Thursday 5 December 2013

IMPORTANT - Please read!

We are aware and encourage you to work together on your research and planning. However, as your film (unless it is clear that somebody has not taken part or pulled their weight) will be similar. Research and planning and evaluation are where you can extend your thinking and get distinctive marks.

In order for us to fairly award marks for Research and Planning to each of you and to ensure groups remain harmonious and joyous you will need to do some or all of the following:

1. Note on each post who was responsible for it. Eg: if whole group put 'Whole Group' if one or two individuals make that clear too.

2. Personalise work. If you are just uploading each other's work then you need to go in and change it to put your own personal touch on it (this may not always be possible).

3. Add extra content on top of that work completed by your group.

4. Keep a log of how you have used your time (this is suggested on the Portfolio checklist) - you may have to do this retrospectively.

Generally, make sure you are sharing the burden of the group work and not taking advantage of one or two people's hard work.

Wednesday 27 November 2013

Stephen King


Nice infographic on Stephen King, who although an author, is very influential in the world of the thriller film genre. You could use this alongside other sources for a key director/industry figure. You may also choose to use the infographic method of presentation.

You can make your own inforgraphs using infogr.am (thanks to Danny for this!)

http://www.theguardian.com/culture/picture/2013/nov/25/stephen-king-infographic

Monday 4 November 2013

OCR Examples of Thriller Blogs

Have a look at the following links and check out the marks they received. These are from the very useful OCR Media Studies weebly site - make sure you have a look at each of them and the marks BUT also read the short comments explaining why they got that particular mark.

Examiner's feedback

Kamini's Thriller Blog

Snehal's Thriller Blog

Anujan's Thriller Blog


important: by all means use ideas from these blogsites (methods of presentation/approaches to research and planning/ways of working/ways in which you may improve on this student's work...) but DO NOT copy these students' ideas. (a) It is plagiarism which is both unfair to the student and dishonest (b) As they are on OCR's official website it would be possibly the least effective bit of cheating possible!!

For your thriller research and planning, use your foundation portfolio checklists and if you come up with your own ideas and are not sure whether they are useful pieces of research and planning then check with myself or Mr Hudson.

Wednesday 23 October 2013

Previous Students' film openings

A worthwhile piece of research and one that you can textually analyse or at least comment on the strengths etc..of, is to look at previous students' examples of film openings. Searching on YouTube or Vimeo with any of the criteria 'OCR G321 Media Studies Foundation Film' should bring up hundreds of examples. Try and narrow your research to thrillers and beware of people claiming they got 'top marks' or 'Level 4' - it may be wishful thinking.

Check out our current Y13s work from last year:

Tupton Hall Media
The following students videos all got Level 4 marks (see criteria below):
Amy, Emma, Misha, Molly
Dom. Dom and Harry
Callum, Georgia, Gem and Olly
Plus...Kennedy, Amy, Tyler etc were right at the top of Level 3

The following thrillers also got Level 4 marks - the first one got 59/60

The Edge

John Hunter

The Hoods

The Pursuit

This one isn't a thriller but does show an interesting and inventive use of titles.
Roses are Red

Re,member, you can analyse these pieces and use this information as research (textual analysis) and post it on your blogger alongside your analysis of opening sequences of released films.
 
Level 4 48–60 marks

 
There is evidence of excellence in the creative use of most of the following technical skills:


-holding a shot steady, where appropriate;

-framing a shot, including and excluding elements as appropriate;

-using a variety of shot distances as appropriate;

-shooting material appropriate to the task set;

-selecting mise-en-scène including colour, figure, lighting, objects and setting;

-editing so that meaning is apparent to the viewer;

-using varied shot transitions and other effects selectively and appropriately for the task set;

-using sound with images and editing appropriately for the task set;

-using titles appropriately
 

Friday 18 October 2013

Preliminary Pieces

Preliminary pieces are now available on the shared drive, Students / Curriculum / English / Mr Hudson / 12 Media Studies / Preliminary Pieces 2013...

... and on the TuptonHallMedia channel.