Dear Moderators,
Here are the blogs for our students at Brentwood County High (16121) for G324 Advanced Portfolio:
6146 - Lauren Greene: www.bchsa2laureng.blogspot.co.uk
6250 - Tafadzwa Msipa: www.bchsa2tafi.blogspot.co.uk
6334 - Amy Newman: www.bchsa2amy.blogspot.co.uk
6240 - Jessica Mills: www.bchsa2jess.blogspot.co.uk
6351 - Rosie Tooze-East: www.bchsa2rosie.blogspot.co.uk
6173 - Charlotte Holland: www.bchsa2char.blogspot.co.uk
6101 - James Donnelly: www.bchsa2donnelly.blogspot.co.uk
6310 - Rhys Van de Zande: www.bchsa2vandezande.blogspot.co.uk
6400 - Sid Farmer: www.sidfarmera2media.blogspot.co.uk
Thank you.
MUSIC VIDEO BY:
DECEMBER 5TH - COMPLETE BLOG 20TH DEC - EVALUATION JAN 21ST
Some wise words -
Productions are almost there. Don't waste any time in school split your responsibilities and work on those digipaks and websites. Research a few similar ones that may influence your own. Annotate them. Create extra materials to sell etc with those designs for your band, one group a couple of years ago had some fab tshirts . Merchandise
- Keep uploading any discussions you have don't leave till really late and then it shows you've done them all at once.
- Here are a couple of blogs that the exam board recommend you look at:
http://latymermusicvideo2011group6.blogspot.co.uk/ link to their vid is here
www.sgpollock.blogspot.co.uk
For how the evaluation was handled:
http://andydennis10a2.wordpress.com/
And a lot of the conference that was missed last week is here:
http://petesmediablog.blogspot.co.uk/
GET IT DONE PEOPLE - MUSIC VIDEO BY DECEMBER 5TH - COMPLETE BLOG 20TH DEC
EVALUATIONS TO BE DONE FOR HOMEWORK IN THE NEW YEAR
Media students working hard to finish the music video productions:
DECEMBER 5TH - COMPLETE BLOG 20TH DEC - EVALUATION JAN 21ST
Some wise words -
Productions are almost there. Don't waste any time in school split your responsibilities and work on those digipaks and websites. Research a few similar ones that may influence your own. Annotate them. Create extra materials to sell etc with those designs for your band, one group a couple of years ago had some fab tshirts . Merchandise
- Keep uploading any discussions you have don't leave till really late and then it shows you've done them all at once.
- Here are a couple of blogs that the exam board recommend you look at:
http://latymermusicvideo2011group6.blogspot.co.uk/ link to their vid is here
www.sgpollock.blogspot.co.uk
For how the evaluation was handled:
http://andydennis10a2.wordpress.com/
And a lot of the conference that was missed last week is here:
http://petesmediablog.blogspot.co.uk/
GET IT DONE PEOPLE - MUSIC VIDEO BY DECEMBER 5TH - COMPLETE BLOG 20TH DEC
EVALUATIONS TO BE DONE FOR HOMEWORK IN THE NEW YEAR
Media students working hard to finish the music video productions:
Research and Planning LAP charts
Here are the research and planning lap charts. This week we will be focussing on these and marking each others' as well as your own. Focus on getting your blogs up to date and the quality of your reflection.
You all need to print your own copy. You have each been assigned another person to peer assess. Once peer assessed you need to self assess. Teacher comments will then be added with a provisional mark.
24/10/12
Work for year 13s is to look at the assessment criteria for production of music video and mark the following music videos. Homework you must be prepared to have your blogs ready with all research and planning as we shall be grading these and peer assessing these using exam board criteria.
http://www.youtube.com/watch?v=In3mCNGEr4E
http://www.youtube.com/watch?v=Fd_pvPjjHCs
http://www.youtube.com/watch?v=d5Itv5XSm-4&list=PL807FFF389C0C67BE&index=6&feature=plpp_video
Level One 0 – 14 marks Level Two 15 – 23 marks Level Three 24 – 31 marks Level Four 32 – 40 marks
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.
Level 2 Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction. 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
http://www.youtube.com/watch?v=In3mCNGEr4E
http://www.youtube.com/watch?v=Fd_pvPjjHCs
http://www.youtube.com/watch?v=d5Itv5XSm-4&list=PL807FFF389C0C67BE&index=6&feature=plpp_video
Level One 0 – 14 marks Level Two 15 – 23 marks Level Three 24 – 31 marks Level Four 32 – 40 marks
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.
Level 2 Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction. 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
Blogmeisters
Whilst I know you are all taking on different roles and will make sure your blogs are all A grade standard, mention must be made of the following two blogmeisters: Miss Tafi and Miss Charlotte Congratulations!!!!
Evaluation tools
CREATIVE EVALUATION TOOLS - LET ME KNOW WHICH ONES ARE USEFUL
www.wordle.net - an online tool to produce creative thematic word clouds/brainstorms
www.bubbl.us - online brainstorm/mindmap creator
www.prezi.com - interactive presentations
www.pixton.com - an online comic strip creator
www.scrapblog.com - online scrapbook tool
www.mashuparts.com - the ability to combine multimedia to form another product
www.mindmeister.com - online mindmap creator
www.smartdraw.com - create 3d graphs or spider diagrams
www.spicynodes.org - online organisation tool for websites
www.gliffy.com - flowchart creator etc
www.evernote.com - upload photos and make notes on top to preserve ideas
www.springnote.com - create group notebook online
www.glogster.com - online poster construction
www.my-diary.org - free online diary
www.goanimate.com - create animations for free
www.polljunkie.com - create online polls/questionnaires
www.animoto.com - create short 30 second videos out of photos or video clips
www.voicethread.com - upload docs and allow people to leave comments
www.authorstream.com - upload and share powerpoints to blogs/websites
www.mixbook.com - create photo albums and share online
www.timeglider.com - create online timelines for projects/research
www.timetoast.com - create online timelines for projects/research
www.voki.com - convert text to speech – online voice for websites
www.prezentit.com - online presentations
www.vcasmo.com - synchronise videos and slideshows side by side
www.worditout.com - word cloud generator
www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created. Embed into any webpage
www.a.freshbrain.com - decision making tool
www.openstreetmap.org - online editable world map useful for location details
www.tadalist.com - free to-do list creator
www.video2mp3.net - convert videos from youtube to mp3
www.wallwisher.com - online comments board
www.wordle.net - an online tool to produce creative thematic word clouds/brainstorms
www.bubbl.us - online brainstorm/mindmap creator
www.prezi.com - interactive presentations
www.pixton.com - an online comic strip creator
www.scrapblog.com - online scrapbook tool
www.mashuparts.com - the ability to combine multimedia to form another product
www.mindmeister.com - online mindmap creator
www.smartdraw.com - create 3d graphs or spider diagrams
www.spicynodes.org - online organisation tool for websites
www.gliffy.com - flowchart creator etc
www.evernote.com - upload photos and make notes on top to preserve ideas
www.springnote.com - create group notebook online
www.glogster.com - online poster construction
www.my-diary.org - free online diary
www.goanimate.com - create animations for free
www.polljunkie.com - create online polls/questionnaires
www.animoto.com - create short 30 second videos out of photos or video clips
www.voicethread.com - upload docs and allow people to leave comments
www.authorstream.com - upload and share powerpoints to blogs/websites
www.mixbook.com - create photo albums and share online
www.timeglider.com - create online timelines for projects/research
www.timetoast.com - create online timelines for projects/research
www.voki.com - convert text to speech – online voice for websites
www.prezentit.com - online presentations
www.vcasmo.com - synchronise videos and slideshows side by side
www.worditout.com - word cloud generator
www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created. Embed into any webpage
www.a.freshbrain.com - decision making tool
www.openstreetmap.org - online editable world map useful for location details
www.tadalist.com - free to-do list creator
www.video2mp3.net - convert videos from youtube to mp3
www.wallwisher.com - online comments board
Treatment
Music video final treatment
Influences
-Make sure you upload images of artists, videos etc that influence your music video idea and why.Concept
- introduce song, (new fake) artist/band name.- Narrative/Performance/Concept/Special Effects?
- Locations - list the various locations you are planning to film in and upload pictures of these or similar from google
- Pace
- Colour/Tone
Artist/Style and Form
- artist look - attitude, clothing, personality- mise en scene
Logistics
- what problems can you anticipate? what are the back up plans? Any aspect of your production too ambitous?Target Audience
- who is your target audience?- what research have you undertaken? surveymonkey? focus groups?
- how will you appeal to your target audience?
Treatment Final from mdewal
May 2012
Note to the moderator:
Hello
Here are the candidates you requested. You should be able to click on the names to get to their blogs.
Thank you
5151 Georgina Miles
5091 Joseph Hale
5032 Michael Cason
5185 Phillip Pound
5093 Ellie Hanson
5045 Jonathan Conway
5157 Nancy-Jane Morris
5177 Parishti Perumal
4080 Paris Fielder
5160 Jodie-Ann Nash
Note to the moderator:
Hello
Here are the candidates you requested. You should be able to click on the names to get to their blogs.
Thank you
5151 Georgina Miles
5091 Joseph Hale
5032 Michael Cason
5185 Phillip Pound
5093 Ellie Hanson
5045 Jonathan Conway
5157 Nancy-Jane Morris
5177 Parishti Perumal
4080 Paris Fielder
5160 Jodie-Ann Nash
Evaluation Tools
www.wordle.net - an online tool to produce creative thematic word clouds/brainstorms
• www.bubbl.us - online brainstorm/mindmap creator
• www.prezi.com - interactive presentations
• www.pixton.com - an online comic strip creator
• www.scrapblog.com - online scrapbook tool
• www.mashuparts.com - the ability to combine multimedia to form another product
• www.sketch.odosketch.com - online sketching
• www.mindmeister.com - online mindmap creator
• www.smartdraw.com - create 3d graphs or spider diagrams
• www.spicynodes.org - online organisation tool for websites
• www.gliffy.com - flowchart creator etc
• www.evernote.com - upload photos and make notes on top to preserve ideas
• www.springnote.com - create group notebook online
• www.glogster.com - online poster construction
• www.my-diary.org - free online diary
• www.goanimate.com - create animations for free
• www.polljunkie.com - create online polls/questionnaires
• www.animoto.com - create short 30 second videos out of photos or video clips
• www.voicethread.com - upload docs and allow people to leave comments
• www.authorstream.com - upload and share powerpoints to blogs/websites
• www.slideshare.com - upload and share documents to blogs
• www.mixbook.com - create photo albums and share online
• www.timeglider.com - create online timelines for projects/research
• www.timetoast.com - create online timelines for projects/research
• www.voki.com - convert text to speech – online voice for websites
• www.prezentit.com - online presentations
• www.vcasmo.com - synchronise videos and slideshows side by side
• www.worditout.com - word cloud generator
• www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created.
Embed into any webpage
• www.a.freshbrain.com - decision making tool
• www.openstreetmap.org - online editable world map useful for location details
• www.tadalist.com - free to-do list creator
• www.video2mp3.net - convert videos from youtube to mp3
• www.wallwisher.com - online comments board
• www.bubbl.us - online brainstorm/mindmap creator
• www.prezi.com - interactive presentations
• www.pixton.com - an online comic strip creator
• www.scrapblog.com - online scrapbook tool
• www.mashuparts.com - the ability to combine multimedia to form another product
• www.sketch.odosketch.com - online sketching
• www.mindmeister.com - online mindmap creator
• www.smartdraw.com - create 3d graphs or spider diagrams
• www.spicynodes.org - online organisation tool for websites
• www.gliffy.com - flowchart creator etc
• www.evernote.com - upload photos and make notes on top to preserve ideas
• www.springnote.com - create group notebook online
• www.glogster.com - online poster construction
• www.my-diary.org - free online diary
• www.goanimate.com - create animations for free
• www.polljunkie.com - create online polls/questionnaires
• www.animoto.com - create short 30 second videos out of photos or video clips
• www.voicethread.com - upload docs and allow people to leave comments
• www.authorstream.com - upload and share powerpoints to blogs/websites
• www.slideshare.com - upload and share documents to blogs
• www.mixbook.com - create photo albums and share online
• www.timeglider.com - create online timelines for projects/research
• www.timetoast.com - create online timelines for projects/research
• www.voki.com - convert text to speech – online voice for websites
• www.prezentit.com - online presentations
• www.vcasmo.com - synchronise videos and slideshows side by side
• www.worditout.com - word cloud generator
• www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created.
Embed into any webpage
• www.a.freshbrain.com - decision making tool
• www.openstreetmap.org - online editable world map useful for location details
• www.tadalist.com - free to-do list creator
• www.video2mp3.net - convert videos from youtube to mp3
• www.wallwisher.com - online comments board
assessment
THE EVALUATION BRIEF and ASSESSMENT
Evaluation: each candidate will evaluate and reflect on the creative process and their experience of it. The following questions must be addressed in the evaluation:
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
2. How effective is the combination of your main product and ancillary texts?
3. What have you learned from your audience feedback?
4. How did you use new media technologies in the construction and research, planning and evaluation stages?
Assessment: To achieve Level 4 in your evaluation (16 - 20 marks) you must demonstrate:
- excellent understanding of the forms and conventions used in the productions
- excellent understanding of the role and use of new media in various stages of the production
- excellent understanding of the combination of main product and ancillary texts
- excellent understanding of the role of audience feedback
- excellent ability to communicate
- excellent use of digital technology or ICT in the evaluation
ASSESSMENT - R+P and PRODUCTION
Assessment: to achieve Level 4 (16 - 20 marks) in Research and Planning, you must demonstrate:
- excellent research into similar products and a potential target audience
- excellent organisation of actors, locations, costumes and props
- excellent work on shotlists, layouts, drafting, scripting or storyboarding
- excellent time management
- excellent level of care in the presentation of the research and plannning
- excellent skill in the use of digital technology or ICT in the presentation
- excellent communication skills
Assessment: To achieve Level 4 in production (50 - 60 marks*) you are expected to demontrate 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 where appropriate
- using a variety of shot distances, where appropriate
- shooting material appropriate to the task set
- selecting mise-en-scene including colour, figure, lighting, objects and setting
- editing so that meaning is apparent to the viewer
using varied shot transitions, captions and other effects selectively and appropriately for the task
- using sound with images and editing appropriately for the task
Where a candidate has worked in a group, an excellent contribution to construction is evident. Differences in the contributions made by individual candidates must be clearly indicated on the teacher marksheets. When marking the production, teachers must focus on the quality of the brand identity across the promotion package as a whole, as well as on the indidvidual productions.
*The main task will be marked out of 40 (level 4 = 32-40 marks), and the two
ancillary tasks will be marked out of 10 each (level 4 = 9-10 marks).
Evaluation: each candidate will evaluate and reflect on the creative process and their experience of it. The following questions must be addressed in the evaluation:
1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
2. How effective is the combination of your main product and ancillary texts?
3. What have you learned from your audience feedback?
4. How did you use new media technologies in the construction and research, planning and evaluation stages?
Assessment: To achieve Level 4 in your evaluation (16 - 20 marks) you must demonstrate:
- excellent understanding of the forms and conventions used in the productions
- excellent understanding of the role and use of new media in various stages of the production
- excellent understanding of the combination of main product and ancillary texts
- excellent understanding of the role of audience feedback
- excellent ability to communicate
- excellent use of digital technology or ICT in the evaluation
ASSESSMENT - R+P and PRODUCTION
Assessment: to achieve Level 4 (16 - 20 marks) in Research and Planning, you must demonstrate:
- excellent research into similar products and a potential target audience
- excellent organisation of actors, locations, costumes and props
- excellent work on shotlists, layouts, drafting, scripting or storyboarding
- excellent time management
- excellent level of care in the presentation of the research and plannning
- excellent skill in the use of digital technology or ICT in the presentation
- excellent communication skills
Assessment: To achieve Level 4 in production (50 - 60 marks*) you are expected to demontrate 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 where appropriate
- using a variety of shot distances, where appropriate
- shooting material appropriate to the task set
- selecting mise-en-scene including colour, figure, lighting, objects and setting
- editing so that meaning is apparent to the viewer
using varied shot transitions, captions and other effects selectively and appropriately for the task
- using sound with images and editing appropriately for the task
Where a candidate has worked in a group, an excellent contribution to construction is evident. Differences in the contributions made by individual candidates must be clearly indicated on the teacher marksheets. When marking the production, teachers must focus on the quality of the brand identity across the promotion package as a whole, as well as on the indidvidual productions.
*The main task will be marked out of 40 (level 4 = 32-40 marks), and the two
ancillary tasks will be marked out of 10 each (level 4 = 9-10 marks).
How do you consume music?
How do you consume music?
When? do you have a daily music routine? Is some music more suitable at a certain time of day than another?
Where? clubs, bedroom, gigs, car?
Who with? do you share your music or is it an individual experience?
How? radio, computer, ipod, tv, live, dancing, homework, getting ready ie doing other things - background wallpaper
Why? What are the pleasures associated with music consumption? What does it offer the audience and what needs does it gratify?
escapism
create mood - romance, melancholy, upbeat
cheer you up
get you in the mood to go out
add atmosphere to a gathering
help you sleep
distraction
companionship - driving, travelling
When? do you have a daily music routine? Is some music more suitable at a certain time of day than another?
Where? clubs, bedroom, gigs, car?
Who with? do you share your music or is it an individual experience?
How? radio, computer, ipod, tv, live, dancing, homework, getting ready ie doing other things - background wallpaper
Why? What are the pleasures associated with music consumption? What does it offer the audience and what needs does it gratify?
escapism
create mood - romance, melancholy, upbeat
cheer you up
get you in the mood to go out
add atmosphere to a gathering
help you sleep
distraction
companionship - driving, travelling
Audience
Understanding audiences is crucial
1. How would you describe the target audience for this kind of music? Is there a core and secondary audience?
2. How would you describe the tastes and attitudes of the target audience? What other media do are they likely to consume? Outline their media consumption profile
3. What function does this kind of music serve to its audience (uses and gratifications)?
4. Music fans often use music to help them construct their own cultural and visual identity – how do fans of your artist or band do this?
5. How/ when/ where is this kind of music consumed?
- Recognising who the audience is for your track/video
- Recognising their needs and tailoring your productions to them.
- Awareness of the role of constructing an identity, visuals and persona - this is appealing and needs to connect with the audience
- Recognition that the audience needs to connect emotionally with your video/song - humour, pathos, shock value etc
1. How would you describe the target audience for this kind of music? Is there a core and secondary audience?
2. How would you describe the tastes and attitudes of the target audience? What other media do are they likely to consume? Outline their media consumption profile
3. What function does this kind of music serve to its audience (uses and gratifications)?
4. Music fans often use music to help them construct their own cultural and visual identity – how do fans of your artist or band do this?
5. How/ when/ where is this kind of music consumed?
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