AS Blog Check

Date Task Feedback received Feedback actioned Date completed

Remember: You may do these as presentations or record yourself talking about it if you wish. Include videos and images to make it as interactive as possible. These do NOT have to be done as a group. IN fact, for some of you, waiting for the rest of your group to get it sorted is not a sensible idea so do it independently if you cant organise group time easily. EVEN IF YOU THINK YOU HAVE DONE EACH TASK TO THE BEST OF YOUR ABILITY, GO BACK AND SEE IF EACH CAN BE IMPROVED IN TERMS OF THE LEVEL OF DETAIL OR THE PRESENTATION.

DATES

These are deadlines. Extensions only able to be allowed in the event of really serious mishaps. Lack of effort / laziness is not a really serious mishap. DON'T THINK 'oh, I've got ages' THINK 'I've got a lot to get through, am I up to speed?' Each of you will be issued with a checklist in the coming weeks for you to make sure you have everything evidenced as a blog post on your own blog. It being on someone in the groups' blog is *not* good enough, it must be evidenced on YOUR blog so the moderator can check the mark I have given YOU. If you make them search for it they won't be in a frame of mind to agree with the marks I've awarded you.

Deadlines are there to be beaten, not barely satisfied.

1) AS RESEARCH AND PLANNING COMPLETION: MONDAY 16TH APRIL 2) AS COURSEWORK FILMING/EDITING COMPLETION: TUESDAY 17TH APRIL 3) AS BLOG ENTRIES: TUESDAY 8TH MAY (anything posted after this date is unlikely to be able to be counted ). TH 4) AS EVALUATIONS: FRIDAY 4 MAY 5) AS ANCILLIARY TASKS (DIGIPAK/ADVERTS/WEBSITE): MONDAY 7TH MAY (not lesson time).

MY DEADLINE - Every mark has to be with the exam board by 15th May so I am giving myself one week to mark and raise any particularly pressing concerns with individuals. If you don't meet these deadlines you are risking me having to submit marks for incomplete work. Once I've sent them, I've sent them.

EXAM: 15 MAY
THIS DOCUMENT DEALS SOLELY WITH COURSEWORK RELATED BLOG POSTS WHICH THE MODERATOR WILL WANT TO SEE WHEN CHECKING MY MARKS.

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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 07 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 2 811 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

1215 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 1620 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.

Marking Criteria for the Evaluation

Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but 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. The 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 does your media product represent particular social groups? What kind of media institution might distribute your media product and why? Who would be the audience for your media product? How did you attract/address your audience? What have you learnt about technologies from the process of constructing this product? Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?

Level 1 07 marks Minimal skill in the use of digital technology or ICT in the evaluation. Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production. Minimal ability to refer to the choices made and outcomes. Minimal understanding of their development from preliminary to full task. Minimal ability to communicate. Level 2 811 marks Basic skill in the use of digital technology or ICT in the evaluation. Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production. Basic ability to refer to the choices made and outcomes. Basic understanding of their development from preliminary to full task. Basic ability to communicate. Level 3 1215 marks Proficient skill in the use of digital technology or ICT in the evaluation. Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production. Proficient ability to refer to the choices made and outcomes. Proficient understanding of their development from preliminary to full task. Proficient ability to communicate. Level 4 1620 marks Excellent skill in the use of appropriate digital technology or ICT in the evaluation. Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production. Excellent ability to refer to the choices made and outcomes. Excellent understanding of their development from preliminary to full task. Excellent ability to communicate.

AS COURSEWORK MARK SCHEME

Level 1 023 marks The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
Producing using using

material appropriate for the target audience and task;

titles appropriately according to institutional conventions; sound with images and editing appropriately for the task set;

shooting

material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using

editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. Level 2 2435 marks There is evidence of a basic level of ability in the creative use of some of the following technical skills:
Producing using using

material appropriate for the target audience and task;

titles appropriately according to institutional conventions; sound with images and editing appropriately for the task set;

shooting

material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using

editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. Level 3 3647 marks There is evidence of proficiency in the creative use of many of the following technical skills:
Producing using using

material appropriate for the target audience and task;

titles appropriately according to institutional conventions; sound with images and editing appropriately for the task set;

shooting

material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using

editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects. 4 4860 marks There is evidence of excellence in the creative use of most of the following technical skills: material appropriate for the target audience and task;
using using

titles appropriately according to institutional conventions; sound with images and editing appropriately for the task set;

shooting

material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using

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

Task Date set Description

Behind?

Production Diary Ongoing EVERY time you do ANYTHING towards your coursework (preparation, filming editinganything) you MUST post to your blog about any or all of the following: what you have done and why; What skills you have used; What techniques have you used i.e. colour correction, holding the camera steady, transitions etc.; What issues you have faced. If you have not started yet, do a series of posts AS SOON AS POSSIBLE. As long as the moderator can see that you have given them information about the whole of the process they are happy. It doesnt matter if you only start posting them in March you can just say you have been waiting to post a more detailed piece. Look at my blog post from 07/11/2011 of Petes guide to what he expects to be able to see in your research and planning evidence.

Useful examples

Harry M

AS Cats in Space Work Log YouTube Channel

Sarah B

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Task Date set Description

Audiences March 2011

NEW PIECE 1: Post to your blog under the heading 'Initial Audience' a short post explaining what your initial idea for your film and what sort of audience you think it will appeal to and why. Be as specific as you can,. 2) Conduct a survey of AT LEAST ten people who are fans of your chosen genre EACH (different ones, and not yourselves or members of your group, and not just people in the class) asking them to give you their initial reactions to your pitch. The way you conduct the survey is up to you but it must include some form of detailed questioning to get clear responses. 'I don't like it' isn't a clear enough response. NEW PIECE 2: Show your work in progress on your coursework to AT LEAST ten people and get them to tell you: a) What they like and why; b) What they dont like and why; c) What part they think works particularly well; d) One part they think you need to change; and e) Whether they think it suits the conventions of the genre and why. NEW PIECE 3: Post about how you have used Facebook, Twitter, Tumblr, and/or YouTube to get feedback from your target audience. NOTE: If you havent used these, get using them. The more comments you get from people about your work in progress, the better.

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Task Date set Description

Pre-production Checklist 10/10/2011

1) Your shooting schedule and an explanation of how / why you made the decisions you did about filming. 2) A post outlining the roles and responsibilities of each member of the group. Be specific and give a brief overview of what specifically each person will be responsible for. 3) A post of images, videos and links to online content which have inspired you in creating the look of your film opening. Include some text explaining how each has inspired you and how you envisage it being included/represented/contributing to your video. It doesn't matter if it doesn't in the end, but if you've been inspired then tell us why! 4) Photos of the locations you will use and an accompanying explanation of why you made the choices you did. EXTENSION: what issues do you have to consider in terms of cinematography when filming in each of these locations? 5) Answer these questions in detail where relevant to your film opening: a. What is the films theme? b. What are its mood progressions? c. What kind of location should each sequence have? d. What statement should each location make towards the films premise? e. How should each set be lit? f. What kind of props go with the set? g. What kind of belongings do the characters keep around them? h. What kind of clothes does each character wear and what do the clothes tell us? i. What colour palette and progression would promote the films thematic development? 6) Post images of the costumes and props you intend to use, accompanied by an explanation of the reasons for your choices. 7) Shooting script questions: a. What do you need to show to establish environment? b. When do you show establishing info? c. When do characters move and how to show movement (follow character / make shot wider / let character leave frame / show another characters eyeline change) d. If relevant, at each significant moment, whose POV are we sharing - does POV shift? When / how? e. What are significant eyelines and when do they change? f. When / why does the camera move? g. How can you use composition to show relationships / develop narrative (framing, focal length, arrangement of characters, etc.)? h. What kind of coverage do you need (critical moments should have more coverage / more editing options)? 8) Post the floor plans /the final shooting script / final storyboard. NEW TASK 9) Post a list of health and safety issues you have identified and give details about what steps you have taken to minimise these / address them / keep yourselves safe.

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Task Date set Description

Narrative March 2012 1) NEW TASK Using the post Vladimir Propp and his 31 Functions from my blog, posted
01/11/2011 (for A2), produce a blog post once your coursework first draft is complete, explaining which of the 31 functions your story conforms to and how, and if you subvert any of the expectations intentionally and why.

Task Date set Description

Preliminary Analysis 09/02/2012

Produce (again it doesn't have to be written) an analysis of your preliminary exercise. You MUST cover the following: a) What camera angle has been used in each shot and what has gone well / needs improving; b) What have you learnt about what you need to do to the sound to make it more effective; c) Did you consider mise-en-scene? What do you need to do in your final piece to make sure it is better; d) How did you edit it together? What were the issues you faced? e) How have you used lighting? Were there any issues you faced? f) How have you used a shot-reverse shot? g) How have you used a match on action or action match? If you haven't you just need to be able to say where you've tried to use one and what you'd have needed to do to use it more effectively. If you didn't think to, just pretend you tried and failed - this is the prelim, it isn;t meant to be perfect! h) Have you kept to the 180 degree rule? Where have you broken it? Why? Was it intentional or was it accidental? What do you need to consider to avoid this in the future? i) Are there any continuity errors in your prelim? How could these be avoided? j) Anything else you want to say about your prelim.

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Task Date set Description

Storyboard 08/02/2012 You may well have already covered this in the tasks above but here is the storyboard work I reset, just in case.
Your storyboard MUST be posted to your blog by the end of half term since it this has been ongoing since December it must be accompanied by a post including a shot by shot explanation of what is going on in each shot. You don't have to write it - a video blog is fine. For each shot consider explaining: What is being shown and why; What shot type is being used and why; What transition will be used between each shot and why; How long each shot will last and why; How it adds to the narrative of the video.

You can also think about: How it will be lit and why; How you have used costume appropriately; How you have used setting appropriately.

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Task Date set Description

Film Opening Analysis 08/02/2012

As a blog post (again, can be you videoed talking about it or a Prezi or a PowerPoint presentation or any other way you wish. It doesn't have to be written) choose AT LEAST three films from your chosen genre and for each analyse the use of: Camera angles, camera movement and shot type; Editing; and Mise-en-scene (prop, costume, lighting, setting, make up)

in the opening two or three minutes. Discuss: a) How camera angles have been used to create an engaging opening / develop the narrative / position the viewer; b) What camera angle and movements have been used; c) What the prominent or main focus of the opening is; d) How editing has been used to create an engaging opening / develop the narrative / position the viewer; e) What transitions have been used and why (such as wipe / fade /dissolve / rapid cutting etc); f) How mise-en-scene has been used to create an engaging opening / develop the narrative / position the viewer; g) What happens in the opening; h) How the titles and studio idents have been presented - think about font, colour, position in the shot, length of appearance; i) Whether you think it is an effective opening and why. Then: Discuss how your planned opening is similar or different to the film openings you have just analysed. If you do it as a video post I'd expect it to be about 10-15 minutes of you talking. Feel free to go longer if you need though! This will also be very useful for the moderator to see when they come to decide on your research and planning marks (20% of your coursework grade)

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