- An analysis of a music video for Mr Norman/Miss Rose
- An analysis of a digipack of your choice for Miss Mapp
- A post on star theory and your analysis of how a star is constructed
- Genre work and conventions for your digipack.
- Planning work for your music video clip (at least two posts, include pictures!) - these can be shared
- Planning work for your digipack images (at least two posts, include pictures!) - these can be shared
Friday, 1 July 2011
Expected Blog Posts for the Year 12 Transition
So far the following blog posts have been set:
Wednesday, 4 May 2011
Moderator Post A2 Level 2010-11 (June Session)
Dear Moderator,
Please find enclosed the coursework for the following students.
Nadine Board 4015
Blog
Digipack and Advert
Please find enclosed the coursework for the following students.
Nadine Board 4015
Blog
Digipack and Advert
Sunday, 30 January 2011
Wednesday, 15 December 2010
Evaluations
Dear Moderator - the links below are for the evaluations
Tiger Group
Max Buch - 4020
Jack Poole - 4109
Fiona Ward - 4148
Oliver Cracknell 4038
Bengal Group
William Shaw - 4126
Andrew Watts - 4150
Jack Dunn - 4044
Nicola Mooney - 4182
Puma Group
Grace Menhinick - 4093
Henry Teall - 4139
Jonathan Beer - 4012
Siamese Group
Hannah Carter - 4173
Elliana Smith - 4131
Jack Ball - 4007
Nadine Board - 4015
Leopard Group
Hannah Slaney - 4130
Grace Hobday - 4065
Jaguar Group
Will Cowell - 4035
Jamie Newcomb - 4100
Karis Hampton - 4057
Tiger Group
Max Buch - 4020
Jack Poole - 4109
Fiona Ward - 4148
Oliver Cracknell 4038
Bengal Group
William Shaw - 4126
Andrew Watts - 4150
Jack Dunn - 4044
Nicola Mooney - 4182
Puma Group
Grace Menhinick - 4093
Henry Teall - 4139
Jonathan Beer - 4012
Siamese Group
Hannah Carter - 4173
Elliana Smith - 4131
Jack Ball - 4007
Nadine Board - 4015
Leopard Group
Hannah Slaney - 4130
Grace Hobday - 4065
Jaguar Group
Will Cowell - 4035
Jamie Newcomb - 4100
Karis Hampton - 4057
Wednesday, 8 December 2010
Evaluation Marking Criteria
Evaluation
Level 1 0–7 marks
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.
There is minimal use of digital technology or ICT in the evaluation.
Level 2 8–11 marks
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.
There is basic use of digital technology or ICT in the evaluation.
Level 3 12–15 marks
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.
There is proficient use of digital technology or ICT in the evaluation.
Level 4 16–20 marks
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.
There is excellent use of digital technology or ICT in the evaluation.
Level 1 0–7 marks
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.
There is minimal use of digital technology or ICT in the evaluation.
Level 2 8–11 marks
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.
There is basic use of digital technology or ICT in the evaluation.
Level 3 12–15 marks
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.
There is proficient use of digital technology or ICT in the evaluation.
Level 4 16–20 marks
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.
There is excellent use of digital technology or ICT in the evaluation.
Thursday, 2 December 2010
Friday, 8 October 2010
Music Video Conventions
Speed is the Essence:
Camera Shots: jumping directly between long shots, close ups and extreme close ups. Primarily the close up on the singer’s face is the main generic convention for music videos. Also the extreme close up on the lips for lip synching.
Camera Movement: whip pans, fast dolly track shots and fast overhead crane shots to follow the running, walking or dancing of performers. Also fast vertical tilts and horizontal pans.
Editing: various terms: jump cutting, MTV style editing or montage editing. Creating the visually de-centred experience of ‘jumping’ from location to person to instrument without any normal narrative continuity. It is often the beat or the rhythm of the track which provides the organisng principle for editing movement. The editing moves so fast it creates the need for viewing ‘repeatedly’.
Post-production digital effects: ‘split screens’ ‘colourisation’ ‘slow motion’ etc These are now conventional for music videos. Please look out for other innovative effects.
Lighting: Expressive lighting a key feature of music videos. Extreme artificial light to create the ‘bleaching’ effect on pop stars faces (making them seem ageless). Also the use of switching from colour to black & white or sepia to indicate a shift from chorus to verse. Also lighting effects such as strobes or flashing needs to be identified. This obviously links into the use of CGI in dance music videos to enhance the atmosphere.
Mise-en-scene: look for the overall artistic concept in a video. Is there a theme such as the historical period e.g. the sixties (Madonna’s ‘Beautiful Stranger’ with its intertextual link to the Austin Powers film) or the seventies (The Beastie Boys ‘Sabotage). Consider also the need for authenticity in performance videos by using the concert hall or rehearsal studio setting.
Camera Shots: jumping directly between long shots, close ups and extreme close ups. Primarily the close up on the singer’s face is the main generic convention for music videos. Also the extreme close up on the lips for lip synching.
Camera Movement: whip pans, fast dolly track shots and fast overhead crane shots to follow the running, walking or dancing of performers. Also fast vertical tilts and horizontal pans.
Editing: various terms: jump cutting, MTV style editing or montage editing. Creating the visually de-centred experience of ‘jumping’ from location to person to instrument without any normal narrative continuity. It is often the beat or the rhythm of the track which provides the organisng principle for editing movement. The editing moves so fast it creates the need for viewing ‘repeatedly’.
Post-production digital effects: ‘split screens’ ‘colourisation’ ‘slow motion’ etc These are now conventional for music videos. Please look out for other innovative effects.
Lighting: Expressive lighting a key feature of music videos. Extreme artificial light to create the ‘bleaching’ effect on pop stars faces (making them seem ageless). Also the use of switching from colour to black & white or sepia to indicate a shift from chorus to verse. Also lighting effects such as strobes or flashing needs to be identified. This obviously links into the use of CGI in dance music videos to enhance the atmosphere.
Mise-en-scene: look for the overall artistic concept in a video. Is there a theme such as the historical period e.g. the sixties (Madonna’s ‘Beautiful Stranger’ with its intertextual link to the Austin Powers film) or the seventies (The Beastie Boys ‘Sabotage). Consider also the need for authenticity in performance videos by using the concert hall or rehearsal studio setting.
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