Today I will be speaking to you all

individually and looking through

your planning
• Planning
• Practical – Print: College Cover, Music
Cover, Contents, Double page feature.
Video: Film
• Evaluation
 Checklists
Print Video

• Research of existing media—Textual Analysis

Research of existing media—Analysis of 3 examples. Conventions list.
of 3 examples. Conventions list. •
Target audience research—questionnaire,
interviews, focus groups
Target audience research— •
Mind-map of ideas
questionnaire, interviews, focus groups •
Written pitch of idea outlining your intentions
Research on institutional background of •
Location planning
2 music magazines •
Storyboard
•
Mind-map of ideas Time Sheet
•
Equipment list
Written pitch of idea outlining your •
intentions – Include details on layout, Prop list
target audience, feedback from •
Actors
questionnaires, language •
Record of shoots with your intentions Script/Narrative plan
•
Designs of layout Brief evaluation of group roles

• Film Log
 Print
Level 3 36–47 marks
• There is evidence of proficiency in the creative use of many of the following technical skills:
• • 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;
• • manipulating photographs as appropriate to the context for presentation, including cropping and
resizing;
• • accurately using language and register;
• • appropriately integrating illustration and text;
• • showing understanding of conventions of layout and page design;
• • showing awareness of the need for variety in fonts and text size;
• • using ICT appropriately for the task set.
Level 4 48–60 marks
• There is evidence of excellence in the creative use of most of the following technical skills:
• • 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;
• • manipulating photographs as appropriate to the context for presentation, including cropping and
resizing;
• • accurately using language and register;
• • appropriately integrating illustration and text;
• • showing understanding of conventions of layout and page design;
• • showing awareness of the need for variety in fonts and text size;
• • using ICT appropriately for the task set.
 Video
Level 3 36–47 marks
• There is evidence of proficiency in the creative use of many 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.

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.
 For your production you must
consider…
• In what ways do you intend your media product to use,
develop or challenge forms and conventions?
• How will your media product represent particular social
groups?
• What kind of media institution might you want to distribute
your media product and why?
• Who would be the audience for your media product?
• How did will you attract/address your audience?
In order to answer those questions
you will need to…
• Analyse what forms and conventions currently exist
• Analyse how groups are currently represented
• Research the institutions currently involved with your
genre/media
• Decide who will be your target audience
• Create questionnaires, set up interviews/focus groups in
order to find out what your target audience want/expect
 Print Evaluation
• How do your school/college magazine and music magazine relate to existing examples of these
media forms?
• What conventions have you observed in terms of design, mode of address and use of imagery?
• How have you approached the two tasks individually and in groups, and how have you managed
time, each other, equipment and other resources?
• Can you provide examples of creative problem: solving, decisions you have had to make in to
relation to the development of ideas, still photography, image editing, desk top publishing, printing
and trialling your work?
• How did you organise your human resources, i.e. the people involved in the production?
• How did you mange locations for photographs and any costumes and props? Remember that
deciding not to use a particular strategy (not to use any props in photos for example) is also a
creative decision.
• You should also reflect on the importance of design drafting and how the final outcome related to the
draft layout in each case.
• Finally, while not the ‘sexist’ element of creative media practice, time management is possibly the
most important: how did you mage your time, and with what success?
• Can you provide examples of desk top publishing technology allowing you to do things that
extended your creative control?
• Are there examples of the technology obstructing or limiting the creative process?
• Throughout the two activities you will have been making creative decisions based on ideas you are
developing about your readers. Where did these ideas come from and how did they influence ‘micro’
detail of shoot composition and framing, anchorage, layout, mode of address and register?
• Did audience feedback confirm expectations or generate surprise?
• How did your ideas and the execution amount to specific representations of school/ college life,
music and the readers of music magazines?
• What sense of reality have you constructed in each case and who is included or excluded as a
result?
 Video Evaluation
• At a micro, technical level, how well did you observe the conventions, the language of film and the grammar of
the edit?
• How many mistakes did you make, and did you improve in the main task having made errors in the preliminary
task?
• At a more symbolic level, macro level, how does your fiction film challenge or reflect the conventions of the
genre you are working in?
• Are there any elements of deliberate pastiche or parody, where you ‘play’ with the genre’s codes and history?
Are there any intertextual moments where you hint at a reference to another film?
• What kinds of audience pleasure are you trying to provide, and how confident are you that you have delivered
on this promise?
• How did you manage the group dynamics, equipment and resources, interim deadlines and the necessarily
collaborative nature of film making?
• What health and safety and logistical problems did you solve?
• How did you organise everyone involved with the production?
• How did you manage the actors, props, costumes and locations?
• How did storyboarding and creating a shooting script work in practice? Did you depart from the original plan
when filming?
• How did you manage your time?
• How did digital technology enable you to develop creatively? Were there any moments in which the technology
was an obstruction to your creativity?
• How did you respond to the initial brief with the audience in mind?
• How did your analysis and research into the type of film you selected impact on the creative process in pre-
production?
• In filming and editing, how did you ensure that the meaning would be apparent to the audience?
• What creative decisions did you make in planning, rehearsing, filming/editing that were influenced by your sense
of the audience and possible layers of interpretation?
• How did the audience respond when you trialled aspects of your film?
• Are there a variety of responses/possible interpretations that depend on the cultural situation of the viewer?
• Who and what (people, places, themes, ideas, time periods) have you represented and how in your film?
• Who is included and excluded by the text that you created?
• What form of ‘realism’ have you constructed, and why?
• What role do the mise-en-scene, acting, dialogue, music and style of camera work (micro level) play in the
construction of verisimilitude (macro level)?
 Target Sheet

Target 1: Deadline:

Target 2: Deadline:

Target 3: Deadline: