unit introduction gcse tv cwk unit 1314 part 1 of guide

8/13/2019 Unit Introduction GCSE TV Cwk Unit 1314 Part 1 of Guide

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Unit Introduction GCSE TV cwk unit 1314.docx

Unit 2.3 – Introduction

This pack is broken down into 6 sections:Section 1: Introduction – Guide to course and marking, how to complete and orgainse everythingSection 2: A list of the Class and Homework activities you should complete/have completedSection 3: Coursework (The Brief – what you have to do)

Section 4: Coursework (Practical Processes – documents you should use)Section 5: Coursework (Individual Writing of the evaluation)Section 6: Self and Peer Evaluation

This unit is identified by the exam board as Unit 2.3 of your coursework folder: PracticalProduction & Evaluation

What makes it different to the other units?

1. It is a group production, not individual (maximum groups of 4 chosen by you in conjunctionwith your teacher)

2. It is worth 30% of your total GCSE (the other 2 coursework units are worth 30% combinedtogether so this is the most important unit)

3. The practical component is marked with the writing component which is an EVALUATION(See mark breakdown)

4. It is marked out of 455. You will have less time to complete it (see the schedule)6. You will be working with moving images, as opposed to still images

However, there are many similarities to previous units. They are:

1. You will complete a short period of teaching related to the unit first2. You will be assessed on the completion of 1 practical production, 1 evaluation and 1 portfolio

3. You will work to a brief4. You will be given clear guidelines for everything5. Portfolios will have the same evidence criteria: research, planning, organisation

The blog address is: http://everythingmediastudies.blogspot.com

Assessment

You will be assessed as usual through a positive marking system. In other words, everything youdo that contributes positively to the project can gain you marks. If you are absent for any of the

work, you need to understand that the group will continue without you. You will not be able toscore marks if you are not there to complete the work. This applies to both holidays taken in termtime and short term illness. The only concession to this is long term illness/serious personalcircumstances: in both cases formal communication with parents is essential before anyalternative arrangements can be made.

It is essential that you act responsibly towards your group. Group production meetings, onlocation shooting sessions at the weekends, and editing sessions in the lunch hour and afterschool are all compulsory if you are directed to undertake them, and you will lose marks if youdo not attend. If required, these will be explained in a letter home to your parents close to thestart of the project and they will sign a form to indicate to us that they understand the level of

commitment required and that they will ensure your attendance.



Unit Introduction GCSE TV cwk unit 1314.docx

Anything taken home as part of the group project must be returned at the time agreed,regardless of illness. This includes paperwork as well as equipment.

Individual assessmentDespite being a group project, you will be marked individually and there will still be some workthat you will do on your own. For example, you will all complete some individual industry and

genre research in the early stages. This will be used as a basis for your group planning meetingsearly in the project and for marking. You will all complete your own individual evaluation (with amaximum of 700-800 words) about the production. You may actually start this before the practicalwork is completed. You may be required to give a presentation as your evaluation rather thanwriting an essay. Remember that everything is assessed so complete all the stages and you willhave everything you need at the end!

Group assessmentProviding evidence of what you have done is even more crucial than ever in this project, as for thepractical component we have to mark you on your individual contribution to the finished piece. Itis very likely that students will score very different marks for the production, despite being in thesame group. This is because the process you follow is very significant - marks are not given justfor the finished product, but for how you got there as well. Teacher observations, peer assessmentand the portfolio will provide the evidence we need to make our judgements about your individualcontributions to the group component

Self AssessmentYou will be asked to complete a self assessment at the end of the project. However, you will alsobe asked to complete a group assessment as well, to help us assess you in relation to yourcolleagues. Group assessment tend to confirm what we already knew, and although we don't relyexclusively on them to assess members of the team, they do often throw up interesting insights intothe group dynamics and the parts of the project that went on outside school, such as on locationshoots.

FINALLY:

Keep all the work you complete in your folder. You will be given additional sheets as the unitprogresses.

GOOD LUCK !



Yr11 Children's TV Guide from SPEC updated feb 14.docx



TV Unit Portfolio Checklist childrens tv jan14.docx

Children’s TV – Children’s TV Unit What should be in your portfolio – in this orderand in labelled sub-sections

Research

• About similar products – ideas and programmes

• Forms and conventions of children’s tv to be covered

• Audience research/info for similar programmes

• What your ‘new’ audience think of your product/idea

• Some discussion of genre

• Discussion of institutional constraints/regulations (PSB/ Watershed/ Suitability)

Analysis

• Existing products – other children’s tv shows

•

Analysis of how your idea ‘fits’ audiencefeedback, expectations and regulations

Planning

• Proposal of your ideao Target audienceo How your idea fits the codes and conventionso How your programme will fit into the ‘real’ world – what channel, time etc

• Chosen proposal for the groupo Storyboardo

Scripto Costume list/Props List/Location List

o Shooting Schedule (plans of when/where you filmed)o Edit decision notes – changes you made when editing and why*o Shot lists – what you captured

Production

• The trailer, with voice-over, details of channel andwhen it’s on

• Testing on audience – feedback from audiences

• Revisions you made – some notes* (see above)

Evaluation

• Clear evaluation, typed 700-800 wordso Use key wordso Explanation of how you have targeted audience in your trailero How your trailer is like real trailerso The codes and conventions you have usedo How people are represented in your trailero When and where would your trailer be shown

o How your trailer/programme fits in with your chosen channelo What the strengths of your children’s tv show are (in relation to audience)o What the weaknesses of your children’s tv show are (in relation to audience)

* Brainstorm of similar children’s tv shows

* Brainstorm of what children’s tv shows’openings should contain & what form itshould/usually take(s) – ‘key ingredients’* Evidence of audience research – sheetswhere you asked for their feedback on youridea and how you have used it

* Some notes about genre – what is it andwhat are the ‘rules’ for children’s tv showsgenre?* Outline of PSB and institutional research -who would broadcast, when, constraints,regulation etc

* 2 children’s tv shows outlined in somedetail* 1 children’s tv show outlined in detail * Information about NICKELODEON or

CBBC* Other shows your audience are likely towatch* Success Factors – what makes asuccessful children’s tv show?* Analysis of how you’ve achieved this inyour planning and final product

* You have sheets for all these activities:* You must make sure you submit your sheet

called: ‘Group Series Proposal’ – document nameGROUP idea for reality show.docx

* Your children’s tv show MUST beexported and saved in the drop box* You must get feedback from theaudience and include theirresponses* You should include notes on

some edits and revisions you madewhilst working on your trailer

* This will be done on WORD so it can beedited easily* You will be given advice on what to write



Evaluation Guide Yr11 Unit2 assign 3 childrens tv vers.docx

GCSE Practical Project – Supporting Account – 700-800 words

Children’s TV Opening SequenceYou are to write a supporting account of your practical project that explains why you havechosen to produce your product the way you have and what influenced your decisions.Do not simply describe your product and what you did. You need to show why you

produced the text the way you did and how you put media theory into practice.

Before you begin writing read through ALL these notes first.You will need to explain:

• A. How your production meets your original aims

• B. How it uses the codes and conventions of children’s tv and the genre you worked i

• C. How your production meets the expectations of the target audience, including thestrengths and weaknesses of your product in terms of meeting the needs of youraudience

• D. How the project represents people, places or events

• E. When and where the product would be shown, including how this affected yourproduction

KEY QUESTIONS - note the colour coding – red = basic level, yellow = mid level, Green = higher

Section A

1. What was your aim when producing this media product?2. How did you attempt to meet these aims?3. Why were these aims important to the product that you were creating?Section B

4. What codes and conventions did you include?5. How did you conform to or challenge these codes and conventions?

6. Why did you feel it was important to consider these codes and conventions?Section C

7. What was the target audience for your product and what were theirexpectations?8. How did you meet the expectations of the target audience?9. Why was it important to meet the needs and expectations of the targetaudience?9.a Why was it important to allow their expectations shape your product?Section D

10. What representational factors did you have to think about?

11. How did you address the issue of representation?12. Why did you select this representation?12.a Why was this representation important to the institution that you wereworking within and to meet the needs and expectations of the target audience?Section E

13. What regulations and rules of the institution were you bound by?14. How did you work with the institutional factors for the genre?15. Why was it important to consider these intuitional factors?15.a Why was there a need for them to shape the outcome?

Further details are on the next page:



Evaluation Guide Yr11 Unit2 assign 3 childrens tv vers.docx

Section A – How did you meet the aims of the production?Give a brief summary of your original ideas.

! Did you reject any ideas and why?

! Which did you proceed with and why?! How has your research influenced your ideas and decisions?

How successful do you think you were in achieving your original aims?

Section B – How does your project use (or subvert) the codes & conventions forChildren’s TV Opening sequence? " remember to use the codes and conventions for acookery programme or horror drama etc and the style of children’s television tv.

What are the codes and conventions for this product? Explaining how , where and why you met theconventions you did and the same for those you didn’t. Use specific examples from your own tv

project to illustrate your points.Why did you use these conventions? – relate your answer to audience expectations (If you brokewith the conventions, why did you? Were you successful in this regard?)

To get into the higher marking bands, you should find space to refer to the following in your answer:! What research tasks did you carry out?

! What did you learn from your research?! How were your ideas influenced by existing media texts?

These prompts show your research and how you gathered your ideas about the audience and whatthe codes and conventions of the product are

Section C – How does your production meet the expectations of the target audience,including the strengths and weaknesses of your product in terms of meeting theneeds of your audience?! What have you learned about your target audience from your audience research?

! How has your research into the audience influenced your ideas and decisions?

! What did you create in your opening sequence that is specifically aimed at your targetaudience?

! What works really well for your audience?! What could you improve in terms of targeting your audience?

Section D – How does the project represent people, places or events?! Who is being represented in your opening sequence?

! In what way are they represented? (negatively? active? passive?)

! Did you use stereotypes? If so, why? If not, why not?

What messages is your opening sequence putting across about the people/places/events?

Section E – When and where the product would be shown, including how this affectedyour production?!

Which channel is your product to be shown on and when?! How did the channel choice affect your production?

! When is it on? What else is on?

! What does the channel show? Are you meeting that ‘type’

! Factors that could affect: Time (watershed) – it’s on a children’s tv channel so designed

exclusively for children – so it must be suitable: it’s a Pay TV channel – more audience? Morechoice so more competition??

FINALLYMake sure you discuss the production itself, using specific examples from your opening

sequence – shots, camera movements and angles, transitions and effects, text choices for titles etc,always relating the examples to one of the prompts with clear explanation throughout your

evaluation.



STUDENT SUBMISSION SHEET – GCSE Unit 2.3 2014

NAME: CLASS:

PROJECT/UNIT DETAIL:

Assignment 3 – Practical Production and EvaluationCandidates are required to undertake a practical production which addresses all four key concepts, fromconception to realisation, together with an evaluation of 700-800 words.

No. Description TickRESEARCH

1 Brainstorm of similar children’s tv shows

2 Outline/Mindmap of types of children’s tv shows (incl sub genres)

3 Brainstorm of what a children’s tv show/opening should contain & what form the opening should take – what are the codes and conventions? (‘rules’)

4 Evidence of audience research – sheets where you asked for their feedback on your ideaand your work as you went along. You will also need some audience feedback on yourfinal film

5 Some notes about regulation and Public Service Broadcasting – what is it and what arethe ‘rules’ that (might) affect children’s tv? How have you considered this in your work?

ANALYSIS

6 2 children’s tv shows outlined/analysed in some detail

7 Ranking of past work and EVALUATION - what did you learn? What to do/avoid?Success Factors – what makes a successful children’s tv show?

8 Information about NICKELODEON or CBBC – how will your product fit their channel

9 Other shows your audience are likely to watch – how have you tried to attract youraudience?

10 Who is your target audience? What have you assumed about their likes etc? Refer toresearch and elements of your show (like colours, language, theme etc)

PLANNING

11 Group Proposal of your idea

12 Storyboard

13 Script

14 Costume, Prop and Location Lists

15 Planning for filming/Shooting Schedule/Production Log/Evidence of Progression

PRODUCTION

16 Final children’s tv show itself, saved in M Drive folder as advised:

17 Audience feedback on final product – make notes from whole class activity

18 Edit decisions you made – evidence of progress – images annotated

EVALUATION

19 Typed up evaluation of 7-800 words

DECLARATION: Apart from help given by my teacher, I can confirm that I have produced the attached work withoutassistance other than that which is acceptable under the scheme of assessment. This means that anybooks, leaflets or other materials (e.g. DVDs, software packages, Internet information) used to help mecomplete this work that are not clearly acknowledged in my work itself must be listed overleaf. Presentingmaterials copied from books or other sources without acknowledgement will be regarded as deliberatedeception.

Signed: Date:

Tchrinitials



Childrens TV GCSE Teacher Assessment.docx

Assignment 3 Children’s Television Teacher Assessment

Name: Group NumberGroup Names:

Teacher Code: JMT SPDate work produced: 20

TV Series Title: Genre:

Task: To produce, in groups, an idea for a new children’s TV series for CBBC or Nickelodeon. Then, to produce theOpening Sequence or TV trailer, on video. This is followed by an individual evaluation to explore all stages of theproduction from initial idea to realisation/ responses, covering the key concepts.Marking prompts - how the aims of the production have been met - how the product applies appropriate codes andconventions and uses appropriate media language - how the product represents people, places or events - where andwhen the product would be exhibited - what regulations and controls might be applied to the product and how thesehave been taken into consideration- the strengths and weaknesses of the product in terms of meeting the needs of itsaudience.

Production Research, Planning, Presentation skills AO3 Max 15 marks (33%)Candidate’s research and planning effectiveness and independence. Demonstration of level of flair and creativity

through pre-production work. Level to which work is convincing and engaged/fit for purpose and uses appropriate

forms and conventions. How well material is presented. Level of understanding of how audiences are identified andhow production is tailored to audience needs and expectations. Teacher comments: Mark awarded:

Writing Construct and evaluate AO4 Max 30 marks (66%)PRODUCTION: Level candidates are able to construct their product (appropriate/effective) for potential target

audience. Competency with technology. Use of the techniques and conventions of the chosen medium and genre.

EVALUATION: level they are able to evaluate their products making connections between the experience of carrying

out the production and the key concepts. Accuracy of spelling, punctuation and grammar.

Teacher comments: Mark awarded: CONEVAL

Final comments:

Total mark awarded (out of 45): Grade awarded: Moderated:Total grade boundaries approx: A*= 41+; A= 36+; B= 32+; C= 27+; D= 23+; E= 18+; F= 14+; G=9+

Research,Planning &Presentation

L6 13-15L5 10-12L4 7-9L3 4-6L2 1-3L1 0

Construct &EvaluateCONSTRUCT

L6 17-20L5 13-16L4 9-12L3 5-8L2 1-4L1 0EVALUATEL6 9-10L5 7-8L4 5-6L3 3-4L2 1-2L1 0

AO3

AO4



Yr11 latest JMT SOW outline with details 13 14.docx

YEAR 11 Teaching Plan SPRING 1 TERM 2013-14

Date Work Set

1 – 166/1

Miss Give general feedback and issue individual feedback sheetsStudent Catch Up

Assessment from Proj 2/1 feedback – students to complete any revisions

2 – 1713/1

Student Catch Up

DEADINE for Proj 2/1 any student submisisons/revisions – no more class timeComplete form to tell miss what you’ve altered so she can mark it! Done Y/N

3 – 18

20/1

Student Research into Children’s TV

Student Research into Audience

4 – 1927/1

Student Review of previous work to find strategies for success and what to avoidwhen making videos

5 – 203/2

Practical Filming WorkMiss & Student Camera Movement –trying and evaluating movements with VCsMiss & Student Very Brief introduction to Ideas of editing – match on action, filmingconversations using shot-reverse shot (Ocean’s 12)

6 – 2110/2

Introduction to EditingMiss & Michael Technical know-howMiss & Michael How to film effectively – match on action/Shot-Reverse Shot

Student Planning your idea – make sure have audience research and audienceprofile – look at audience segmentation sheetsMUST be ready to start filming after half term – MUST have agreement fromteacher – MUST have a storyboard and proper plans – see pack for studentexamplesOver Half Term conduct researchDEADINE for Proj 2/1 any student submisisons/revisions – last chanceMake sure you’ve told miss what you’ve added/changes using the form!

YEAR 11 Teaching Plan SPRING 2 TERM 2013-14

Date Work Set7 – 2224/2

Can START FILMING but MUST HAVE APPROVAL FROM MISS AND MICHAELStudent During this time you must:- Split up tasks – you’ll never get it done if you don’t!- Produce a storyboard, a costume list, a locations list, a props list, a script, some

evidence of your organisation such as plans to meet, screenshots of youchatting on facebook arranging filming etc

- Make sensible plans and stick to them – there is NO TIME to mess around –you must behave like professionals and mature young ladies !

- BOOK the cameras- Start to think about TITLES – you will need to BOOK with Michael to learn how

TEACHER ASSESSMENT ofProj2 productions – Feedback

and catch up going on

Re-MARKING

CATCH UPS




Date Work Set

to use AFTER EFFECTS- Think about sound – you will need to learn GARAGEBAND – it’s easy but you’ll

need 10 mins from Mrs T – ask herMiss & Michael Teaching students effective filming/After Effects (CS6)/Garageband/How to use Adobe Premiere Pro (CS6)W O R K Q U I C K L Y ! W O R K H A R D !

LAST WEEKEND NO MORE FILMING AFTER THIS WEEKEND – lessons only

8 – 233/3

as above wk7 – 24/2Finish filming – by THURSDAY 6th START EDITING – even if you don’t have all the footage yetPICK UPS ONLY AFTER THIS DEADLINE

9 – 2410/3

Editing

Catch up session after school

13 th

THURSDAY AMD – we will be EDITING in room 57 – expect to be present

10 – 2517/3

Editing Adding titles Adding soundDue to showcase on Thursday, WEDNESDAY is the last chance to finish your film20th March – FINAL FILM Audience Feedback lesson Thursday

AIM to finish – you will need to get audience feedback – MISS will organise

11 – 26

24/3

Review and Final Edits – start writing evaluation

WRITING CONTROLLED ASSESSMENT

12 – 2731/3

WRITING CONTROLLED ASSESSMENTCollecting and Saving everything together for submission to MissComplete sheet – make sure miss has SAVED everything!This is miss’s external deadline from the exam board too – she can’t give you moretime as there is none to give so you MUST get it all done – you can do it!Deadline Project 3

YEAR 11 Teaching Plan SUMMER 1 TERM 2013-14 Week Work Set

1 – 2821/4

Introduce and set work for Exam Case Study: promotion and marketing ofvideogamesA - Theoretical Models/AdviceB – Model – Case StudiesC - Student Work

A Devising own ideas and work pack based around expected exam structureA Refer to previous work – relate to focus of the exam and how to therefore getmaximum marks !

CATCH UPS

IMPERATIVE

CATCH UPS

CATCH UPS

MARKING

TEACHER ASSESSMENT ofprogress – Feedback and catchup going on – EDITING andresearch/planning




Week Work Set

B Case Studies – Use XXX & Star Trek and Lara Croft/LA Noireb Cover brief History and explain FOCUS of exam

b Analyse fans/audience(GENRE) b Analyse fans/GENRE(audience)

2 – 2928/4

B Continue with Case Studies if necessary: Any areas not yet covered for examplelooking at ONLINE MEDIA and videogamesC Set project around a case study – in groups/pairs – analyse features - targetingStart research workC Devising own ideas and work pack based around expected exam structure

3 – 305/5

A Final teaching and feedback to groups as whole classC More work on research and responding to brief

4 – 3112/5 Pre-release – NO MORE TEACHINGC Devising own ideas and work pack based around expected exam structure

5 – 3219/5

Pre-release – NO MORE TEACHING C Refining own ideas and work pack based aorund expected exam structure

YEAR 11 Teaching Plan SUMMER 2 TERM 2013-14

Date Work Set

6 – 332/6

C Refining own ideas and work pack based aorund expected exam structure

EXAMS BUT you will still be expected to come in to school/lessons to work on yourexam preparation unless/until your work has already been approved

7 – 349/6

EXAMSEXAM – DATE 11TH JUNE 2014

NOTES



yr11 how to get the childrens tv show done schedule 1314.docx

YOUR NAME: Group Code: 11 Other Team Members:

YEAR 11 GCSE 2013-14 Teaching Plan SPRING TERM

Date Work Set What you actually did! 5 – 203/2

Practical Filming WorkMiss & Student Camera Movement –

trying and evaluating movements withVCsMiss & Student Very Brief introductionto Ideas of editing – match on action,filming conversations using shot-reverse shot (Ocean’s 12)

6 – 2110/2

Introduction to EditingMiss & Michael Technical know-howMiss & Michael How to film effectively – match on action/Shot-Reverse ShotStudent Planning your idea – makesure have audience research andaudience profile – look at audiencesegmentation sheetsMUST be ready to start filming afterhalf term – MUST have agreement fromteacher – MUST have a storyboard andproper plans – see pack for studentexamplesOver Half Term conduct researchDEADINE for Proj 2/1 any studentsubmisisons/revisions – last chanceMake sure you’ve told miss whatyou’ve added/changes using theform!

HALFTERM

Over half term you MUST: 1. Collect audience feedback on your idea for the show andrecord what people say – choose a range of ages, not just those in your target audience

(pg12) Tidy up any missing research or planning – You could even FILM! Work done over Half Term:

Date Work Set What you actually did! 7 – 2225/2

Can START FILMING but MUSTHAVE APPROVAL FROM MISS ANDMICHAELStudent During this time you must:- Split up tasks – you’ll never get it

done if you don’t!- Produce a storyboard, a costume

list, a locations list, a props list, ascript, some evidence of yourorganisation such as plans tomeet, screenshots of you chattingon facebook arranging filming etc

- Make sensible plans and stick tothem – there is NO TIME to messaround – you must behave likeprofessionals and mature youngladies !

- BOOK the cameras- Start to think about TITLES – you

will need to BOOK with Michael to

learn how to use AFTEREFFECTS- Think about sound – you will need




Date Work Set What you actually did! to learn GARAGEBAND – it’s easybut you’ll need 10 mins from Mrs T – ask her

Miss & Michael Teaching studentseffective filming/After Effects (CS6)/Garageband/How to use Adobe

Premiere Pro (CS6)W O R K Q U I C K L Y ! W O R KH A R D !

LAST WEEKEND NO MORE FILMING AFTER THIS WEEKEND – lessonsonly

8 – 234/3

as above wk7 – 24/2Finish filming – by THURSDAY 6

th

START EDITING – even if you don’thave all the footage yetPICK UPS ONLY AFTER THISDEADLINE

9 – 24

11/3

Editing

Catch up session after school

13 th

THURSDAY AMD – we will be

EDITING in room 57 – expect to be present

10 – 25

18/3

Editing Adding titles Adding soundDue to showcase on Thursday,

WEDNESDAY is the last chance tofinish your film20

th March – FINAL FILM Audience

Feedback lesson Thursday AIM to finish – you will need to getaudience feedback – MISS willorganise

11 – 26

25/3

Review and Final Edits – start writingevaluationWRITING CONTROLLEDASSESSMENT

12 – 2731/3

WRITING CONTROLLEDASSESSMENT

Collecting and Saving everythingtogether for submission to MissComplete sheet – make sure misshas SAVED everything!This is miss’s external deadline fromthe exam board too – she can’t giveyou more time as there is none to giveso you MUST get it all done – you cando it!Deadline Project 3

TEACHER ASSESSMENT of progress –Feedback and catch up going on –

EDITING and research/planning

CATCH UPS

CATCH UPS

DEADLINEfor all work




DETAILS OF YOUR PLANNING

DATE Tuesday Lesson 2 Wednesday Lesson 4 Friday Lesson 45 – 203/2

AIM: Cam Movement, Editing

What done?

Action for next lesson:

AIM:

What done?


AIM:

What done?


6 – 2110/2

AIM: Learn Editing/ Idea/ FinishResearchWhat done?


AIM:

What done?


AIM:

What done?


HALF TERM: Start/finish pre-production audience research

7 – 2224/2

AIM: Film/learn Premiere Pro/

Complete planningWhat done?


AIM:

What done?


AIM:

What done?


8 – 233/3

AIM: Filming – Starting Editing

What done?


AIM:

What done?


AIM:

What done?


9 – 2410/3

AIM: Editing

What done?


AIM:

What done?


AIM:

What done?


10 –25

17/3

AIM: editing – adding Titles andSoundWhat done?


AIM:

What done?


AIM:

What done?


11 –26

24/3

AIM: Last week to edit – showcase onTHURSDAY!Start evaluation nowWhat done?


AIM:

What done?


AIM:

What done?


12 –

2731/3

AIM: Finalising evaluation and Handin all project!

ALLOW time to save and export yourfilm and ensure Michael has it toupload to Youtube

NO LESSON – cancelled

PM – School closes 1pm

INSET



Kit list check form overnight new feb 14.docx

MEDIA/FILM STUDIES DEPARTMENT EQUIPMENT RELEASE FORM - Overnight

Name Group Number Class

MOBILE NUMBER of person responsible for camera: 07

DATE/TIME WHEN RETURNING:

Camera number: OVERNIGHT RELEASE A member of staff MUST sign these out by ticking AND initialling- and on returnVideo Camera Kit List No. OUT IN Admin List and

OthersNo. OUT IN

Camera Number Big Lighting Kit

Charger/Mains Unit Lighting Mount

Additional Battery? Hand-held (LED)Lights

Camera Bag Audio Recorder

Tripod – check shoe Large Microphone

Tripod Bag Pin Microphone

SD Card Headphones

Clipboard, marker Dolly

Other – list here:

Agreement:

I understand my responsibility as a member of my group in regard to the above kit. I agree to take

the best possible care of it, and to report any damage or other problems to my teacherimmediately.I promise to return all video and audio kit back to the Media department, by 8.30am each day . Ifthis is not my responsibility, I promise to check that the relevant person in my group has done so.I understand the need to check that the equipment is all there before returning it, the need for thebatteries to be fully charged overnight, and for the equipment to be packed and transported safelyand returned to the correct cupboard.

I understand my specific responsibilities within the group and agree to undertake themfully. I have shown my parents a) the shooting schedule and b) the storyboard for my group and Ihave made sensible arrangements regarding travel and shooting film outside etc

. .Student signature:!!!!!!!!!!!!!!!!!!!!!!!!.......Staff Signature, date and relevant details------------------------------------------------------------------------

RETURNED:DATE TIME SIGNATURE

DETAILS – anything kept/missing or notes

SD CARD?FOOTAGE UL?



T y p e s o f c h i l d r e n ’ s

t v s h o w

- s u b g e n r e s a n d e

x a m p l e s

C h i l d r e n ’ s T V S h o w s

- c o d e s a n d

c o n v e n t i o n s

W h a t m a k

e s a

s u c c e s s

f u l

C h i l d r e n ’ s T V

s h o w ?

H o w d o e s o u r i d e a

t a r g e t o u r i n t e n d e d

a u d i e n c e ?



Conducting Audience Research GCSE.docx

Coursework Task: Audience Research Chart

Portfolio evidence: Typed up notes on chart/ Own summary of findings/Mindmaps/ Brainstorms

Fill this sheet in with notes to start of your research. A blank copy of this form is on the TR drive

folder. To complete this task successfully, you will need to

• use the internet• watch lots of children’s television

• communicate with some members of the target audience

Chosen Brief:

1: Market ResearchWhat other ‘texts’ are available on the market for this audience at the moment?

2: Audience Research Write a profile of the target. Who are they? What are they like? What do they do?

(Describe gender, age, race, job etc). A good way of doing this is to visualise a ‘typical’

but imaginary individual that would fall into your target audience, and actually describethem as a real person, starting with their name.

3: Knowing what your audience wantsA. Which current texts are favoured by the target audience?



Conducting Audience Research GCSE.docx

B. What does this target audience like to see in similar, successful projects?

C. Which subject matter or events would this audience want to find in the text?

D. What does this target audience actually want out of life?

E. What kinds of lifestyles are already made attractive to them? Which adverts,TV Shows, magazines or other areas of the media do they think represent them with

positive images of lifestyles they admire or aspire to? This may be done through

celebrities, humour, popular culture. Ask your audience to talk about specific examples.

4: Knowing what your audience doesn’t wantWhat kind of lifestyles don’t your audience want to be associated with? What do they

dislike about the way adverts and magazines already represent them? Ask your target

audience for specific examples.



O p e n i n g S e

q u e n c e s b r a i n s t o r m . p

d f



INVESTIGATING TV SHOWS.docx

INVESTIGATING CHILDREN’S TV OPENINGSYour task:To identify the key features of children’s tv (this is like the rules of tv – alsoknown as ‘conventions’) and what makes a successful/effective show AND

opening?

How will you do this?You need to look at a range of shows and openings – there are many online – Watch at least 15, write about 7 below.

DETAILS

When saving your work, remember to use the BLUE ‘MEDIA” drive and your folder(These are also called CGSTORE1 (media) and CGSTORE3 (teaching resources) whenyou’re trying to save) – use your username/password you logged on with if prompted.

Complete this grid and whilst you watch the trailers, make notes on the following page

in the relevant boxes.

N a m e

o f S h o w / F i l e

W a s t h e i n f o c l e a r ?

( y e s / n

o / p a r t i a l )

C h a n n

e l ?

T i m e ?

Y o u r T

O P 3 m o s t

i n t e r e s t i n g f e a t u r e s

o f t h e

s h o w / o p e i n g

R a t e 1

- 1 0 ( 1 = l o w )

1. Y/N/P 1.2.3.

2. Y/N/P 1.2.3.

3. Y/N/P 1.2.

3.4. Y/N/P 1.

2.3.

5. Y/N/P 1.2.3.

6. Y/N/P 1.2.3.

7. Y/N/P 1.

2.3.



INVESTIGATING TV SHOWS.docx

WHAT SHOULD A SUCCESSFUL TV SHOW AIM TO DO?Think about: Audience -- what are they expecting?What do they need to know?What are you trying to achieve – how will you get that?

WHAT FEATURES/TECHNICAL DETAILS DO OPENINGS TYPICALLY CONTAIN?Think about:Camerawork -- how do the cameras move?

Where are they placed?Editing – how often is the scene cut – does it speed up or slow down throughout the opening?What is included in terms of CONTENT from the show?What about the use of MUSIC, SOUND and Voice-overs?Look at content of the frame – Mise-en-SceneHow are the audience addressed in terms of language? Colours? Themes?



MAJOR OFFENCES IN THE PRE PRODUCTION STAGE.docx

MAJOR OFFENCES IN THE PRE-PRODUCTION STAGE

INDIVIDUAL

OrganisationalNot using planner and recording meeting times etc

Agreeing to do something and then not doing it Agreeing to a meeting or group session and not turning up or turning up lateUsing ignorance as an excuseConstantly giving excuses and expecting group to be sympathetic after the eventSaying you couldn’t come to a pre arranged meeting because of a detention etc

Problem solvingNot dealing with a problem – just leaving it to get worseNot talking to group to pre-empt a problemNot being prepared to be pro-active and find solutions to problems

Contribution to project

Can’t be bothered attitudeNot actually contributing anything specific – leaving the work to everyone elseNot offering ideas then complaining about things later on

GROUP

Organisational

Not sticking to arrangementsNot taking notes/ keeping a proper diary recordNot splitting up jobs to be done

Making things too complicated

Work rate

Time wastingNot being prepared to type stuff up/ do the boring jobs as you go alongNot making progress between lessons or meetings Absence from school

Group dynamics

Not communicating with teacher enoughNot pulling togetherExpecting other people to always take the leadNot being observant enough

ADVICE

Know what’s going onKeep your teacher informed Ask lots of questionsSet targets and meet them – individual and groupShow actual evidence of what you have done personally to move the project alongKeep good recordsUse ringbinders/folders and IT storage systems properlyUSE MICHAEL – HE’S AN EXPERT AND HE’S HERE TO HELP YOU!



During the shooting period — what is expected.docx

During the shooting period — what is expected of you individually

Extract from the assessment criteria:

Production = worth 45 marks. This relates to the planning, shooting and editing of your film

sequence, and is based on the group effort. Marks are determined by the standard of yourindividual contribution to the production process and the evidence you provide of this(again via the portfolio) plus the quality of the final piece.

Organisation/time management:

To organise your other school work/commitments to enable you to make filming a priorityduring the 2 week shooting period

To be helpful, co-operative and flexible when arranging shooting sessions

To turn up on time to pre-arranged shoots, and to stay for the duration of the shoot.

To communicate with your colleagues by text/email/ phone etc if you are going to be lateor if there is a problem. Avoid getting the reputation of being the unreliable one in thegroup — it will cost you marks and upset everybody else.

To bring all the equipment entrusted to you, plus any extra props that you may havepromised

To help organise and arrange actors and locations, and to contribute to problem solvingwhen issues arise

To prepare any paperwork in advance as agreed by the group. Your contributions topaperwork should be equal.

To take responsibility for getting things done — you must deliver if you agree to dosomething

To talk with your parent(s), so they know exactly what is going on and when. To be politeand respectful to parents/ friends/ family of other people in your group who are helping out.You should not leave at the end of a shoot until the set has been cleared, all borrowedprops returned and the car/ room/ house/ garden has been tidied and cleaned.



Filming your TV SHOW.docx

Filming your TV Show – what you need to think about!

Your ultimate objective• To produce your group's tv show onfilm

• To target your core audienceeffectively• To engage audience with your newTV series• To ensure sound and vision is clearso it makes sense to the audience• To complete your filming and editingin the time available• To avoid mistakes in order to

minimise the need for re-shooting

Project limitations

• Budget

• Time constraints• Backdrops/Mise-en-scene• Lighting• Music• Only 1 camera and tripod per group

Issues to consider – acting

• Don't allow camera to put you off• Speak as if on stage - clear, sloweddown, louder than normal, direct yourspeech at camera• Actor positioning - stay close toeach other - spaces on camera lookmuch bigger• Face camera as much as possible• Complete the scene or conversationeven if something goes wrong - don't

stop

Issues to consider – technical

• Where will you place the cameraand tripod• Lighting - can you see the actionclearly• Shot composition - rule of thirds,avoid obvious gaps, careful framingof actors

• Shot movement - keep it slow andsteady• Organising the filming - who doeswhat• Consideration of theback/foreground• Avoid rewinding! Recording overInterference with sound

What could go wrong?• Footage too dark• Poor sound - echoes! Backgroundnoise• Poor framing - can't see action! Action too far away! Action too close!Heads chopped off! Too much space

in frame• Cutting off start or finish of scene• Taking too long! aiming forperfection! Over-ambition• Breaking H+S rules! Equipment getsdamaged• Self-conscious acting• Arguments in group/not sharing thetasks/people taking over/peoplegetting upset

What needs to be done inadvance?

• Thorough rehearsal• Organisation of props/set/costumes/music (if needed)• Learn lines and actions• Understand the limitations of theproject• Familiarise with the equipment• Understand health and safety issues• Permissions all granted

• Practice acting to camera



During the shoot - Health and safety.docx

Health and safety

- Don't run with camera

- Lights get HOT!

- Don't rush any jobs involving the camera or tripod

- Don't force anything to connect up or ‘collapse’ when packing (e.g. tripod!)

- Use/Keep lens cap/covers/bags on when not in use

- If handheld, wear strap around your neck – consider health and safety at all times

- Don't disconnect battery or unload SD card

- Bring equipment to Miss/Michael if any problems occur

How to use the camera:

- SD Card

- Battery

- Switch on/off

- Pause and record

- FF/ rewind/play

- Zoom

- Monitor

- How to connect to tripod/ disconnect

All have a go — it's important to learn so don't be afraid of getting something wrong. Try to support

each other !

To hand back:

- Make a note of your camera and SD Card number on the envelope/paperwork

- Stop filming at the agreed time

- Turn off camera

- Leave SD in camera unless using a booking envelope/ you’ve been told otherwise

- Disconnect from tripod correctly - Disconnect tripod shoe from camera - Connect tripodshoe to tripod

- 2 designated people bring equipment back to staff for checking in

- Have a timekeeper ~ return to class in Media 5 minutes before the end of the filmingsession, as agreed

- The whole group are responsible for the safe return of kit — no one will be dismissed untilall the equipment is back and signed in – kit borrowed outside of lessons MUST be

returned on time!



GROUP WORK the processes.docx

GROUP WORK - the processes

The SHOOT Process:

You must follow the correct shooting process, in order for things to go smoothly onlocation.

You should always:

! Make sure you all agree on how each shot is to be done before you take it

! Work to the schedule, shot list and storyboard - Use your whiteboard/ clapperboardfor each shot

! Log each shot accurately as you go along

! Quality control every shot

! Re-take shots as necessary

! Debate and discuss problems, listen to each other’s views, shoot different versionsif necessary

! Be prepared to compromise/ give in at times! - But! Don't waste time on a whim

! Be practical and realistic about what can be achieved

At the end of a shoot, it is preferable for the whole group to sit down and work through thefootage/SD card as soon as possible in order to complete the capture list, re-shoot listand to avoid losing un-uploaded footage. Remember to save it on the media drive in yourGROUP folder.

The EDIT process:

After each shoot, you will need to:

! View your rushes – preferably on set - using your log sheets - uploading as you goalong if you’re at a Mac

! Prepare an edit decision (capture) list with time codes – what do you want to keep?

! At the same time, prepare a re-shoot list – what needs re-doing? What is ‘missing’?

! Keep revising your storyboard in the light of the footage shot

! Work towards producing all the material you need to complete your video — soundfx, soundtrack, titles, ident for company/show etc — as well as the captured footage

All paperwork templates are on the Teaching Resources driveLET US KNOW IF YOU NEED ANY HELP WITH ANYTHING !



Post-Production: using the editing facilities

Expectations

! We expect you to turn up for lunchtime sessions at 1.45pm and after school at 3.30pm

! Sessions run until 2.20pm at lunchtime and 4.30pm in the evening

! We trust you

! We will not watch over you every second

! We expect you to behave in a professional manner

! We expect you to work and fully maximise your time

! We expect you to ask questions and ask for help

! Michael and Ms Thrasher and are all here to support you technically and Michael will be fullyinvolved in your projects in this respect as well as with regard to film making. Mr Philip has superbknowledge in these areas too – ask his advice too if he’s not your teacher!

The more feedback you get from any of us, the better your project will be

TECHNICAL ISSUES: Michael, Mrs ThrasherQUALITY OF WORK/FILM ISSUES: Michael, Mr Philip, Mrs Thrasher

Rules of the ‘edit’ rooms

! No food or drink allowed of any kind, especially near the Macs!!!

! No friends allowed in or encouraged to hang about outside

! No moving between the edit spaces

! No mucking around or loud noise

! No wandering in and out constantly – it’s fine to go to the bathroom of course

! No using mobile phones except in direct relation to project work

! Doors and windows are to be left as you find them

! No unplugging or moving equipment or using the computers for private use

! Mac workstations are not connected to the school network in the same way as the PCs around theschool – they’re set up differently — we trust you to follow our systems on this

! If using a department PC, no use of USB sticks, CD’s or anything else extra without supervision —you must ask first

WARNINGWe have the right to deduct marks, suspend or ban you if you deliberately or through ignorance break theserules

unit introduction gcse tv cwk unit 1314 part 1 of guide

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