Tag Archives: Advanced Portfolio
Some useful sites about title sequences
from the Board – some links to websites specifically focusing on the art of title sequences
Short FIlm – G324 marking criteria
From the specification – here are the details of how your pieces are marked….
GCE Media Studies – v4 July 2009
Research and Planning must be presented in electronic format. Where candidates have worked as
a group, the research may be presented collectively, but teachers are asked to differentiate the
contributions of individuals within the group in arriving at a mark and justifying individual marks on
the assessment sheet. As part of the moderation sample, the moderator will request some
research/planning material.
Level 1 0–7 marks
There is minimal research into similar products and a potential target audience.
There is minimal organisation of actors, locations, costumes or props.
There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.
Time management may be very poor.
There is minimal care in the presentation of the research and planning.
There is minimal skill in the use of digital technology or ICT in the presentation.
There are minimal communication skills.
Level 2 8–11 marks
There is basic research into similar products and a potential target audience.
There is basic organisation of actors, locations, costumes or props.
There is basic work on shotlists, layouts, drafting, scripting or storyboarding.
Time management may not be good.
There is a basic level of care in the presentation of the research and planning.
There is basic skill in the use of digital technology or ICT in the presentation.
There are basic communication skills.
Level 3 12–15 marks
There is proficient research into similar products and a potential target audience.
There is proficient organisation of actors, locations, costumes or props.
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
Time management is good.
There is a good level of care in the presentation of the research and planning.
There is proficient skill in the use of digital technology or ICT in the presentation.
There are proficient communication skills.
Level 4 16–20 marks
There is excellent research into similar products and a potential target audience.
There is excellent organisation of actors, locations, costumes or props.
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
Time management is excellent.
There is an excellent level of care in the presentation of the research and planning.
There is excellent skill in the use of digital technology or ICT in the presentation.
There are excellent communication skills.
Marking Criteria for Evaluation
Each candidate will evaluate and reflect on the creative process and their experience of it.
Candidates will evaluate their work electronically. The format of the evaluation has some flexibility
and its form can be negotiated between teacher and student: it may take place with individual
candidates or with the production group as a whole, or each individual candidate or production
group may make a formal or informal presentation to the whole class.
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 effective is the combination of your main product and ancillary texts?
What have you learned from your audience feedback?
How did you use new media technologies in the construction and research, planning and
evaluation stages?
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.
Main Task Subsidiary Task
Level One 0 – 14 marks 0 – 3 marks
Level Two 15 – 23 marks 4 – 6 marks
Level Three 24 – 31 marks 7 – 8 marks
Level Four 32 – 40 marks 9 – 10 marks
Film/Television/Video
Level 1
Work likely to be unfinished.
There is evidence of minimal ability in the creative use of any of the following technical skills:
the ability to hold a shot steady;
framing a shot appropriately;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
using sound with images and editing appropriately.
Where a candidate has worked in a group, there is only minimal evidence of a contribution to
construction.
Level 2
There is evidence of a basic level of ability in the creative use of some of the following technical
skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the
task set;
using sound with images and editing appropriately for the task set.
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:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the
task set;
using sound with images and editing appropriately for the task set.
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:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
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.
Short Film – new Advanced Portfolio task G324
For our A2 production/practical module we have decided to re-focus our attention on what we think is a more interesting (and potentially more enjoyable), area on offer in the specifications.
As stated….
A short film in its entirety, lasting approximately five minutes, which may be live action or
animated or a combination of both, together with two of the following three options:
– a poster for the film;
– a radio trailer for the film;
– a film magazine review page featuring the film.
As usual there will need to be a document to show all planning, research and evaluative comment – in the form of a blog. If you are working in the same groups, you can simply create a new post on your existing blog for “Advanced Portfolio = Short FIlm”. This will effectively draw a line under your AS work, allowing you to begin afresh. You will still need your old AS blog for revision purposes – see more on this blog entryhere
You must not overlook the following…
In the evaluation the following questions must be answered:
– In what ways does your media product use, develop or challenge forms and conventions of real
media products?
– How effective is the combination of your main product and ancillary texts?
– What have you learned from your audience feedback?
– How did you use media technologies in the construction and research, planning and evaluation
stages?
Some interesting food for thought (possibly – I haven’t had time to check all this out yet) here, here, here and here.
Here is an award winner which builds its entire premise on its 5 minute length – give it a look and see if you can fathom it out!
<a href="
Khoda from Reza Dolatabadi on Vimeo.
“>Another award winner – but one which took 2 years to make.
You will need to apply the following theories to your film for the final G325 examination, so it is probably worth considering them now, as you begin to plan and make it.
Narrative Theory
Genre Theory
Audience Theory
Representation
Media Language ( all the technical media specific language you have used over the course of your studies – from shot types to theories – in fact a bit of all the above).
HX media 