Outline Video plan from class - 5 video analysis to 2.

VISUAL Planning sheet

From your FIVE videos that you have critically analysed in full and placed all details, screen shots on your blog you must then develop two further by creating drawn storyboards and explain shots used so you can analyse the methods in the video.

Think about our lesson when we analysed Bruno Mars - Black & white video - That's what I like.
Frame by Frame - Following the lyrics.

All details must be on your blog - I am expecting Level 4 responses from everyone.

Post 2: Intertextuality in Music Videos

You are to choose FIVE of your own videos that you really like and add web links and stills for the videos. 

Use screen shots to further analyse mis-en-scene. Critically analyse constantly.

Insight into style, techniques used, genre, lighting, director, year produced, lyrics and Cost.



Video Analysis of your Five videos need to be posted on your blog.

•    Some of you may use gifs, sections of video to show your meaning, some of you may do voiceovers. (Or use green screen to show you and your video in background - You can also use a plain white, black, blue sheet at home.

You talking, engaging with the audience, interaction - make people want to listen to what you have to say. 

George and Joe think how you can do this as it will strengthen your work.

•    Ensure you do not wear the same colour as the background as you will be a singing head!

Have fun and I look forward to your responses.  Personal is best please chaps.

Post 3:  Five to TWO:  In Depth Video Analysis with storyboards

Taking TWO from your five videos you will now go into further detail of video, shot by shot. Analyse methods, styles, lighting mis en scene in further detail. Create a storyboard for the video.

Discuss camera angles, reasoning behind shots, importance of lighting, location, context of video, era, 70-80-90s etc.

More details= better marks.

Look at our drawn map on previous posts for more details.

If this is not complete by Friday I will be contacting home and Mr Phipps

Example student Music Videos

Click on the link below to see music videos from Year 12 students across the country 

Good to compare and contrast ideas.

Look at the shots used, what is effective, what methods others have used.

https://www.youtube.com/playlist?list=PLrYIGpF9a49C2EQeGPcgEqQw_e5bw55mk

Importance of storyboard - video

https://www.youtube.com/watch?v=LgDwNxGIuCQ

Summer Project letter

A2 MEDIA STUDIES SUMMER PROJECT

CARDINAL HEENAN RC HIGH SCHOOL

30th June 2017

Dear Parent/ Guardian,

Over the summer holidays your Son has to keep up to date and complete the following in full in preparation for his A2 Media studies. 

Below is an outline of all work to be completed.

We have been working on our A2 work for the past three weeks and all posts can be found on our A2 Media Studies blog, which can be accessed via:

http://a2-chchs-media-17-18.blogspot.co.uk/

Post 1: Welcome to A2

Hello all and welcome to the beginning of your A2 course.

I hope you are all ready to embark on your next two units:

G324:  Ancillary Task & Main Task:  Music Video & Full evaluation (4 in depth responses).

Briefs 

A promotion package for the release of an album, to include a music promo video, together with two of the following three options: 

• a website homepage for the band; 

• a digipak for the album’s release; 

• a magazine advertisement for the digipak. 

G325:  Critical Perspectives: Two topics from six topics to be studied & coursework presented for external moderation

G325 Exam - June 2018

Post 2: Intertextuality in Music Videos

Watch this to begin with: http://www.slideshare.net/lauraraxten/intertextuality-im-music-videos

You are to watch all of these videos in full and also Robbie Williams, Rock DJ an abstract piece.

Firstly: We will discuss the above videos to get the ball rolling and discuss methodology.

Secondly: You are to choose FIVE of your own videos that you really like and add link and stills for the video. Use screen shots to further analyse mis-en-scene. Insight into style, techniques used, genre, lighting, director, year produced, lyrics and Cost.

Have fun and I look forward to your responses.  Personal is best please chaps.

Post 3:  Five to TWO:  In Depth Video Analysis with storyboards

Taking TWO from your five videos you will now go into further detail of video, shot by shot. Analyse methods, styles, lighting mis en scene in further detail. 

Create storyboards for the TWO videos.

In depth discussion on camera angles, reasoning behind shots, importance of lighting, location, context of video, era, 70-80-90s etc.

More details = better marks (see mark scheme at beginning of blog).

Look at our drawn map on previous posts for more details

Post 4: Lipsync - practice - know your lyrics - timings

•    Ok so you all went down to green screen room and began to lipsync on the cameras and your mobile phones....great!!

•    Upload your files onto Pen drives/ cloud/ external hard drives as well as on the shared drive:  YOUR INITIALS New A2 Greenscreen June17-18.

•    As well as keeping your personal files, your name and lipsync 01, 02 etc.

•    Each individual lipsync needs to be edited (with screenshot evidence) in appropriate editing software. 

•    Sony Vegas, MovieMaker, iMovie, Premier Pro

•    Final versions and drafts to be posted with analysis please.

•    If on green screen you may decide to superimpose a background relevant to your song lyrics, genre etc.

•    Have fun and remember to evidence your progress.

Post 5:  Planning your video - lyrics - storyboard - shoot - MAKE IT – EDIT IT

• Using all of your knowledge and skills gained before the summer break, during our lessons. 
You must use your planning sheets, lyrics printed out and linked into your shooting scripts and storyboards to aid you in creating your music video.

• Make and edit a Music video over the summer holidays.

•  Constantly critically analyse your progress and development.

•  Take as many clips as possible for your formal music video when you get back in September, sunset, sunrise, waves, slow motion, time lapse.


All have fun and enjoy your Summer.

We look forward to seeing you all with lots of evidence in September.

Mrs P. McDonald-Holmes & Mr Dougan

BLOG LINKS FOR EVERYONE

http://a2-chchs-media-17-18.blogspot.co.uk/

http://a2-chchs-james-donovan-media-17-18.blogspot.co.uk/

http://a2-chchs-david-hutchings-media-17-18.blogspot.co.uk/

http://a2-chchs-media-patrickpitchford-17-18.blogspot.co.uk/

http://a2-chchs-media-joespellman-17-18.blogspot.co.uk/

http://a2-chchs-sam-crummey-media-17-18.blogspot.co.uk/

http://a2-chchs-media-alex-connors-17-18.blogspot.co.uk/

http://a2-chchs-george-martin-media-17-18.blogspot.co.uk/

Marking Criteria for Unit G324: Advanced Portfolio in Media - Media Texts (0-40 marks)

In this piece of work, in terms of production 40 marks will be allocated to the main task and 10 marks each for the two ancillary tasks. 

In arriving at these marks, centres should use the relevant mark-scheme below for whichever media is being assessed. Within the section of the main task, centres should consider the relationship between the tasks and ensure that a sense of brand identity across the package is evident. 

This should be taken into account at this stage. 

Where candidates have worked in groups, the teacher is asked to indicate clearly on the mark sheets any differences in the contributions made by each individual to the group’s work. 

The teacher should also make clear on the mark sheet the quality of the brand identity across the package as a whole. 

Video Production

Level 1 

Work is likely to be unfinished. There is evidence of a minimal level of ability in the creative use of any of the following technical skills: 

• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene 

• editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects 

• recording and editing sound with images appropriately. 

Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction. 

Level 2 

There is evidence of a basic level of ability in the creative use of some of the following technical skills: 

• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene 

• editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects 

• recording and editing sound with images appropriately. 

Where a candidate has worked in a group, a basic contribution to construction is evident. 

Level 3 

The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills: 

• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene 

• editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects 

• recording and editing sound with images appropriately. 

Where a candidate has worked in a group, a proficient contribution to construction is evident.

Level 4 

The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills: 

• shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene 

• editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects 

• recording and editing sound with images appropriately. 

Where a candidate has worked in a group, an excellent contribution to construction is evident.

Marking Criteria for Unit G324: Advanced Portfolio in Media - Evaluation (0-20 marks)

Marking Criteria for Evaluation 

Each candidate will evaluate and reflect on the creative process and their experience of it. 

Candidates will evaluate their work digitally. 

The format of the evaluation has some flexibility and its form can be negotiated between teacher and student: it may take place with individual candidates or with the production group as a whole, or each individual candidate or production group may make a formal or informal presentation to the whole class. 

The teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation and the presentation must be evidenced by the Centre. 

The four questions that must be addressed in the evaluation are: 

• In what ways does your media product use, develop or challenge forms and conventions of real media products? 

• How effective is the combination of your main product and ancillary texts? 

• What have you learned from your audience feedback? 

• How did you use media technologies in the construction and research, planning and evaluation stages? 

Level: 1 0 – 7 marks 

• There is minimal skill in the use of digital technology or ICT in the evaluation. 

• There is minimal understanding of the forms and conventions used in the productions. 

• There is minimal understanding of the role and use of new media in various stages of the production. 

• There is minimal understanding of the combination of main product and ancillary texts. 

• There is minimal understanding of the significance of audience feedback. 

• There is minimal skill in choice of form in which to present the evaluation. 

• There is minimal ability to communicate. 

Level 2: 8 – 11 marks 

• There is basic skill in the use of digital technology or ICT in the evaluation. 

• There is basic understanding of the forms and conventions used in the productions. 

• There is basic understanding of the role and use of new media in various stages of the production. 

• There is basic understanding of the combination of main product and ancillary texts. 

• There is basic understanding of the significance of audience feedback. 

• There is basic skill in choice of form in which to present the evaluation. 

• There is basic ability to communicate. 

Level 3: 12 – 15 marks 

• There is proficient skill in the use of digital technology or ICT in the evaluation. 

• There is proficient understanding of the forms and conventions used in the productions. 

• There is proficient understanding of the role and use of new media in various stages of the production. 

• There is proficient understanding of the combination of main product and ancillary texts. 

• There is proficient understanding of the significance of audience feedback. 

• There is proficient skill in choice of form in which to present the evaluation. 

• There is proficient ability to communicate. 

Level 4: 16 – 20 marks 

• There is excellent skill in the use of digital technology or ICT in the evaluation. 

• There is excellent understanding of the forms and conventions used in the productions. 

• There is excellent understanding of the role and use of new media in various stages of the production. 

• There is excellent understanding of the combination of main product and ancillary texts. 

• There is excellent understanding of the significance of audience feedback. 

• There is excellent skill in choice of form in which to present the evaluation. 

• There is excellent ability to communicate. 

Marking Criteria for Unit G324: Advanced Portfolio in Media - Research & Planning (0-20 marks)

Marking Criteria for Research and Planning 

Research and Planning must be presented in digital format. Where candidates have worked as a group, the research may be presented collectively, but each candidate should give a clear indication of their role in any group research and planning and teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment. 

Level 1: 0 –7 marks 

• Planning and research evidence will be incomplete. 

• There is minimal research into similar products and a potential target audience. 

• There is minimal work on shotlists, layouts, drafting, scripting or storyboarding. 

• There is minimal organisation of actors, locations, costumes or props. 

• Time management may be very poor. 

• There is minimal skill in the use of digital technology or ICT in the presentation. 

• There are minimal communication skills. 

• There is minimal care in the presentation of the research and planning. 

Level 2: 8 – 11 marks 

• Planning and research evidence may be incomplete. 

• There is basic research into similar products and a potential target audience. 

• There is basic work on shotlists, layouts, drafting, scripting or storyboarding. 

• There is basic organisation of actors, locations, costumes or props. 

• Time management may not be good. 

• There is basic skill in the use of digital technology or ICT in the presentation. 

• There are basic communication skills. 

• There is a basic level of care in the presentation of the research and planning.

Level 3: 12 –15 marks 

• Planning and research evidence will be complete. 

• There is proficient research into similar products and a potential target audience. 

• There is proficient work on shotlists, layouts, drafting, scripting or storyboarding. 

• There is proficient organisation of actors, locations, costumes or props. 

• Time management is good. 

• There is proficient skill in the use of digital technology or ICT in the presentation. 

• There are proficient communication skills. 

• There is a good level of care in the presentation of the research and planning. 

Level 4: 16 – 20 marks 

• Planning and research evidence will be complete and detailed. 

• There is excellent research into similar products and a potential target audience. 

• There is excellent work on shotlists, layouts, drafting, scripting or storyboarding. 

• There is excellent organisation of actors, locations, costumes or props. 

• Time management is excellent. 

• There is excellent skill in the use of digital technology or ICT in the presentation. 

• There are excellent communication skills. 

• There is an excellent level of care in the presentation of the research and planning.

A2 performance Descriptors for Media Studies