2013 Post 12: Independent Work Towards Targets

Insert evidence of your independent work towards your targets here.

2013 Post 11: Targets

Following your detailed evaluation of skills learnt set yourself at least 5 SMART targets by following the guidance below. They are to be largely achieved through independent study so the responsibility is yours.

Previous students have included the following areas:

• Lighting
• Script writing
• Framing
• Improving level of ICT in blog
• Team communication.................. but you are free to choose.

• 

TASK: Write up your targets on post 11 and illustrate visually where possible.Then in post 12 record your independent work towards meeting your targets.

2013 Post 10: Evaluation of skills developed

 

Tasks.

1. Insert your video here.
2. Produce a short evaluative piece of work - it can take whatever form you like, written, audio commentrary, video, recorded group discussion, mind map.
3. Assess the skills that you have developed in producing the preliminary task. Consider the following:
• Technical Skills
• Creative Skills
• Personal Skills

....across all elements of production:

• Pre-production
• Production
• Post-Production
• Assessing the quality of own work.

2013 Post 9: Post-Production

As with the production stage it is important that you keep either an individual written record (with screen grabs) or an individual video diary of your understanding and contributions to the post-production stage.

Every member of the group needs to contribute to the post-production stage but it is best to work in pairs to minimise crowding around the edit suite. When your are not editing use your time wisely by making sure your blog is up to date including production report.

Task 1: Book the edit suite - just because you have a lesson doesn't mean that there will be access to room 16.

Task 2: Logging Rushes

• Connect the camera to the edit suite making sure that you use the correct hole on the camera.

• Set up a "folder" in "My Documents" which can clearly be identified as yours, for example "AS 2011 Lucy".
• Set up a word document with a table to log your rushes. Columns are titled:
• In code
• Out code
• Scene
• Shot
• Take
• Description
• Yes/No
• Log your "rushes" following instructions from your teacher.
• Construct a "rough cut" of the visuals alternating between video track 1 & 2.
• Mix your sound track
• Lock your video tracks by clicking on the little padlock.
• Create an overlap between the two audio tracks you are mixing. Make sure you don't add an "action" or "cut" by accident.
• Using the dots create the fade up and down on the relevant tracks
• Add transitions at the start and end of your preliminary sequence.
• Insert a title at the beginning.
• Insert credits at the end.
• Optional music..... but definitely not all of the way through the piece unless the mise-en-scene dictates it.

Show your video to Mrs Shipp

• Export your video as a media player video file, saving in your document folder.
• Tell Mrs Shipp that it has been finished and where it is stored and she will up load it to YouTube.

2013 Post 8: Production Report

So you're now ready for production. All of your work has been checked by your teacher and the cast and equipment are booked.

It's time to go filming, but make sure you make all of your planning count, take it with you, when filming. When students rely on their memories they end up re-shooting. Take the storyboard and shot list each time you shoot.

To record the process you need to individually do either Section A or B.




Section A

1. Keep a written record of the production process to include:
• How did the shoot go?
• What problems do you encountered?
• How did you overcome the problems?
• How well did you work as a team?
2. Watch the "rushes" and add:
• What do you think of the footage you shot?
• Are there any areas for improvement in the technical execution?
• Is there anything you will need to do now as a consequence of the footage you shot?
• Have you abided by the rules of continuity?

Section B

1. Keep a video diary covering the same content as in Section A.

2013 Post 7: Additional Pre-production Documentation

In addition to the pre-production documentation you've already completed you will also need to do the following:

• 
  
  Location Recce
• 
  
  Technical Recce
• 
  
  Risk Assessments
• 
  
  Shooting Schedule
• 
  
  Mise-en-scene description
• 
  
  Cast, Crew, Equipment and Props lists.

When you do the main task there will be a few more to add but by doing the above you will be more efficient at it when it comes to your final assessment.

Examples of mixed ability can be found through the following links:
Examples of Carolyn Thornton's group work Class of 2010
Examples of Kelly Bluff's group work Class of 2010

Section A

1. 
   
   Below are explanations, descriptions and examples of each of the documents. Work as a team to produce the documents between you, it often helps to work in pairs so that you can support each other. However don't loose sight of what the rest of your team are doing because it all have to be interlinked, or it will fall apart in production.
2. 
   
   Blog all documents via PowerPoint, not forgetting an introduction to each explaining the document and how it has helped you.

Location Recce

In the film industry there will be a number of crew members working for "locations". A starting point for someone in this department is a Location Scout. Their job is to travel around the required area searching for appropriate locations. they take photographs of each possible place, arrange them on boards and then present them to the Director for consultation. This also includes some technical detail on lighting, power and where permission needs to be gained from.

You need to perform a scaled down version of this. You probably already have a location in mind and there wont be many other options due to logistics; so although as a team you wont need to decide between one location and another the photographs will help you decide if your shots will work, equipment you will need and your technical recce in which you double check your camera positions.

Technical Recce

Once the location has been agreed the department heads will go on a technical recce to decide how they might create the look the Director is after, and if shots that have been storyboarded are possible given the restrictions of the location. Although in the industry this is a physical activity you will need to do a diagram to demonstrate that you have thought through any difficulties.

This is also a good opportunity to check for unwanted Jump Cuts and for you to plan the order in which you are going to shoot your shots.

Risk Assessments

The world is health and safety mad these days and the film industry with all its technical equipment is no exception. You will find that if you actually manage to get work experience in the industry that they often require you to be 18 years old, so that you are classed as a adult and therefore a huge amount of the responsibility falls to you as an individual. However, there will be a Risk Assessment for every location and additional documents should there be stunts or physical effects (explosions etc).

To show that you can show that you have taken the time to consider risks to you, the equipment, the location, and members of the public, I have simplified this documentation to a table highlighting "Location", "Risks" and "Action to be Taken". See the example below for guidance, however everything needs to be thought through even the smallest item can have consequences. 

Shooting Schedule

Films run like a military operation and so every last element is planned out. The shooting schedule becomes the bible and in essence lists the filming order of your shots. So you will need to have amazing patients as you re-arrange your shot list and add columns and rows to plan out your shooting time.

It is important that you work out when the whole group can be present to shoot, which free's evenings and weekends you and your location are available. There is no point organising it and then nobody being able to make it, or only some of your group. There are only 4 of you which is nowhere near the number that would be on a normal crew so everyone have to play their part. If you are using people outside your group or class as actors don't forget to consider their availability as well.

An example is below. Once you have got your shooting schedule you will need to book the equipment. There are now a large number of students all using the media department resources so if you don't book what you need, at least 1 period in advance you will not be allowed to take the camera. It's time you got organised!

Mise-en-scene description

This is a written description of the following production elements that help to set the scene:

• 
  
  Set Design/Location
• 
  
  Props
• 
  
  Lighting
• 
  
  Character Movement
• 
  
  Props
• 
  
  Costume
• 
  
  Hair / Make-up

******

Cast, Crew, Equipment and Props lists

The format of this information varies from group to group. I would suggest a table that describes the above per scene. I'll leave you to decide how to present it but try not to create yourself too much work by repeating information. It is also important to highlight who is responsible for collecting, bring what especially when it comes to costumes and props.

 

Note: I would also consider keeping costumes and vital props at school after you've started shooting, especially if you are shooting over a couple of days. This is to stop continuity errors between scenes/shots. I will make you re-shoot if there are big errors like this and I've lost count of the number of times that students' shooting schedules have been recked by people forgetting costumes and vital props.

2013 Post 6: Shot List & Storyboard

Note: In this video they use American shot size names which differ slightly from ours, so please make sure you stick with those given to you by your teacher.

We do use over-the-shoulder, and point-of-view. However please use the POV with caution. Consider the affect you are having on the audience and where you are positioning them in relation the the characters and interpreting the narrative.

The narrator also comments that stick men are adequate. They are NOT, especially at A'Level.

Over my many years of teaching I have concluded that when working in a group it is best to produce a list of the agreed shots before commiting them to storyboards that way everyone is clear what they should be drawing so this is where i'd like you to start.

A Shot List is a table that details all of the shots that need to be storyboarded. It will also help you later in scheduling your production and also when out on shoot as a quick reference guide.

Section A

1. 
   
   As a group you need to produce one shot list table, so work together around one computer. Remember that everyone must contribute so no sitting back and letting someone else get on with it. Your teacher is watching you! You will need the following columns: Location; Scene No; Shot No; Description (including camera shot size and movement).
1. Example from Charlotte Bateman Class of 2010 
2. Example from Kelly Bluff Class of 2010
2. 
   
   Copy and paste your table onto a PowerPoint slide that you have already turned around via page set up to "Portrait". You may have to do this a bit at a time as it might not fit on the page. Be patient, demonstrate your computer manipulation skills until it fits and is readable.
3. 
   
   Save the PowerPoint but change the file type to JPEG Interchange. If there is only one slide select "This slide only" if there is more than one select "all slides". The computer will then save your work as jpeg files, wherever you have told it to do so.
4. 
   
   Upload these files onto your blog. Remembering to introduce the post.

Remember the continuity techniques you have been taught, shot-reverse-shot, over-the-shoulder, shot sizes (and why they are used), etc. It's all about making sure you have good "coverage" of the dialogue.

Section B

1. 
   
   Write or record (video/audio) a brief explanation of the thought process behind your shot list decisions.

Storyboards are a representation of what is going to happen in your film. It will help you as a group to visualise how the finished product will look. It is used in industry by the Director to communicate with the other departments, especially camera and visual effects, the aesthetic (feel) and mise-en-scene of the sequence.

Section A

1. 
   
   As a group divide up the shot list so that everyone has the same number of shots to draw. You have to participate even if you feel that you can't draw. Practice makes perfect!
2. 
   
   Individually draw the frames you are responsible for. I highly suggest you do this onto plain paper so that you can cut it out once your happy with the drawing. Note: Cut around the frame so that you don't have to re-draw that on later.
3. 
   
   On the computer produce the technical details described by your teacher. Once your teacher has checked that you have included as much detail as possible, print it out.
4. 
   
   Stick the pictures next to the relevant detail. Remember to add any additional camera movement arrows.
5. 
   
   Scan the storyboard and post on your blog.

Examples

1. Example of Kelly Bluff's group storyboard Class of 2010
2. Example of Carolyn Thorton's group stroyboard Class of 2010 - Scroll down!

Useful websites:

Josh Sheppard - Storyboard Artist

2013 Post 5: Jump Cuts, Over-the-Shoulder Shots, Cutaways and Point of View Shots

These are terms you will hear a lot in the film industry and are inportant to your understanding of production and analysis.

Section A

1. Research the definitions of each term: Jump Cut, Over-the-Shoulder-Shot, Cutaway and Point of View Shot.
2. Write up your own brief definitions on your blog.
3. Insert any useful links to appropriate websites.

Section B

1. Use images gain from the internet to illustrate your understanding of the terms.

Section C

1. Take still photographs or video footage to illustrate your understanding and insert this into your blog, instead of Section B.

2013 Post 4: Script Writing

For this task you need to keep the brief in mind. It is a pass or fail situation so the key to the video is to have a simple script to allow you to get the technical side right. The temptation is to demonstrate extreme creative flare and while I don't want to put a dampener on your ideas be logistical.

So,....a character opens a door, crosses a room and sits down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue, and then one character leaves.

NOTE: Scripts have to be printed and then scanned, creating a JPEG file to be blogged. If you just cut and paste from Word the format will change and you will be marked down for incorrect layout.

Section A

1. In your groups and following the guidance given by your teacher on script layout compose your script.
2. Annotate using the comments box each group members' contributions.
3. Once the script has been read and passed by your teacher, print out a copy for each group member.

If you intend to do Section B skip task 4 and go straight to Section B.

    4.  Scan the script and insert on your blog accompanied with a brief

         description of how you chose your script topic.

Section B

1. Add additional annotate (either via comments boxes or by hand) to your script to illustrate your personal thinking on how you will use the technical skills already covered including, shot sizes, camera movement, shot-reverse-shot, match-on-action, 180 degree rule. Support this with additional aerial diagrams of camera positions where necessary.
2. Blog all of your work for this remembering to scan and insert the script with a brief description of how you chose your script topic.

Section C

1. In addition to all of the above; add a brief explanation of potential continuity issues with your script, for example if a character is to bang their hands down in frustration your actor will need to do this action at the same time in the script and in the same way for each camera set up so that when edited together it matchs. Even subtle character movement, i.e. someone leaning back in a chair can cause problems!

2013 Post 3: Continuity

As you might have already picked up from the preliminary task description you need to have and demonstrate an understanding of the key concepts of continuity. This includes; 180-Degree Rule/ Crossing the line; Shot-Reverse-Shot; Match-on-Action.

Section A:

1. Research a definition of "continuity" in a media context and insert the Internet link into this post.
2. Synthesis the information you find and devise your own written definition.
3. Repeat tasks 1 and 2 for "180 degree rule/crossing the line"; "Shot-Reverse-Shot" and "Match-on-Action".
4. Following teacher illustrations, scan and insert your own drawings to support your definitions.

Sections B:

1. Take your own photographs to illustrate your understanding of the each continuity concepts and insert them into your blog.

2013 Post 2: Storyboard Drawing, Shot Sizes and Framing

Always introduce each post: What is the examiner looking at? How will it help you in your own production?

 Section A

1. Your teacher is going to give you information of basic storyboarding techniques. Follow the instructions and draw everything they do carefully and accurately. Remember this is part of your coursework and presentation is important.
2. 
   
   Scan you notes (at home if easier), save as a jpeg and insert on your blog under the title: Storyboard Drawing, Shot Sizes and Framing. Make sure you introduce the examiner briefly to what they are looking at.

Section B

1. Using a digital stills camera take photographs to represent the shot sizes your teacher has illustrated, making sure you pay attention to headroom and walking space.
2. Insert these onto the blog along side your own drawn images.
3. Research the "Rule of Thirds" on the internet and create a link from your blog post to the useful Internet pages that you find. (You should be able to see the "link" button on the tool bar when writing your post. If not then you will need to go into your "settings" to get the most up-to-date blog set up. Note: It's near the bottom of the settings page.)

 Section C

1. 
   
   In addition to Section B take photographs of your own, or use some you already have to illustrate your understanding of the "Rule of Thirds", some following the rule others breaking it.
2. 
   
   Briefly explain each picture (you could do this as a quick sound/video clip), paying particular attention to those pictures that break the rule and if you still like the photograph and why? Can you crop any of the pictures to make them look better? If so show a before and after picture.

Useful Internet Links when drawing people.

Maciek Gliwa - Drawing People Around

How to draw Lessons

2013 Post 1: Your first blog post

On this blog you will find details of each post you need to create on your own blog. It is important that you follow the instructions carefully to ensure you meet the marking criteria. 

• You will need to complete Section A of each task to achieve the basic 'E' grade criteria.
• If you complete Section A and the tasks under Section B you will be aiming for a 'C' grade (providing you fulfil the tasks in detail).
• If you complete Sections A, B and C, demonstrating independence and application of understanding to a high level you will be aiming for an 'A' grade in your coursework.

Note: There will not always be all three sections.

Each post has been designed to get you the highest grade so it's up to you! 

So lets get started.....
Post 1
Section A

1. Give your first post the following title: Preliminary Task Introduction
2. Write a brief description of the task that you have been set for the preliminary task. (You can use the one in the handbook if you're struggling to put it into your own words.)

2013 Following the KLS AS Media Department Blog

Tasks, lesson detail and additional information is avaliable on the KLS AS Media Department Blog. So to make sure you stay informed and have a direct link to any new information, you can "follow" the school blog through your own.

Go to your "dashboard" and scroll down until you see the "add" button. Click and follow the instructions. You will need to put in the blog address: klsasmediadepartment.blogspot

If you are unable to attend a lesson make sure you log on and follow the tasks that you have missed. It is your responsibilty in sixth form to catch up, so don't let yourself down.

Warning: This is a fast paced course, you have to learn a lot in a short time to make your videos of a good enough quality so stay up to date, if you fall behind you will feel that you have a mountain to climb

2013 Setting Up Your Own Blog

All of your coursework will be published on you blog. This is how the examiner will view your work so if it is not on it, they will not be able to mark it.

Before you click on the link below write down the following information. It is important that you do so accurately because your teacher will make a link from their blog to yours so that they can "follow" your progress, mark your work and give feedback.

The title of your blog must be:                    firstname's AS Media Coursework 2013

                        For example:                    liz's AS Media Coursework 2013

The blog address must be:             http://firstnamesecondname-AS-MS.blogspot.com

                    For example:             http://lizshipp-AS-MS.blogspot.com

So click on the link below and the "create a blog" and get started.

https://www.blogger.com/start

P.S. Don't spent too long choosing design and template, you can do this in your independent study time.

2013 AS Media Studies Introduction

G321: Foundation Portfolio in Media This is a coursework unit where you produce two paired media artefacts from a series of briefs. This process involves progression from a pre-production, preliminary exercise to a more fully realised piece. This unit is internally assessed and externally moderated.

DEPENDING ON NEW TEACHERS CHOICE - this will depend on who they appoint and there specialisms.

OPTION A

Preliminary Exercise Brief: Continuity task involving filming and editing a character opening a door, crossing a room and sitting down in a chair opposite another character, with whom she/he then exchanges a couple of lines of dialogue. This task should demonstrate match on action, shot/reverse shot and the 180-degree rule.

Main Task Brief: The titles and opening of a new fiction film, to last a maximum of two minutes. All video and audio material must be original, produced by the candidate(s), with the exception of music or audio effects from a copyright-free source.

Bond

OPTION B

Preliminary Exercise Brief: Using DTP and an image manipulation program, produce the front page of a new school/college magazine, featuring a photograph of a student in medium close-up plus some appropriately laid-out text and a masthead. Additionally candidates must produce a DTP mock-up of the layout of the contents page to demonstrate their grasp of the program.

Main task: the front page, contents and double page spread of a new music magazine Although you can do this as a group I would actually suggest that you do it individually so that you can be responsible for your own success and its easier to identify whose done what. (If done as a group task, each member of the group to produce an individual edition of the magazine, following the same house style). Maximum four members to a group.

All images and text used must be original, produced by the candidate(s), minimum of FOUR images per candidate.

 

 
G322:Key Media Concepts The purpose of these units is first to assess your media textual analysis skills and understanding of the concept of representation using a short unseen moving image extract; second to assess your knowledge and understanding of media institutions and their production processes, distribution strategies, use of technologies and related issues concerning audience reception and consumption of media texts.

Sherlock Holmes

The examination is two hours (including 30 minutes for viewing and making notes on the moving image extract) and you are required to answer two compulsory questions. The unit is marked out of a total of 100, with each question marked out of 50.

 
Section A's current topic is BRITISH TV Drama  - The sequence will be taken from a contemporary British one-off or series or serial drama programme. 


Looking at one of the following:

• Gender
• Age
• Ethnicity
• Sexuality
• Class & Status
• Physical Ability / disability
• Regional Identity

Previous Extracts include:

• June 2012 - Coming Down the Mountian
• Merlin
• Primevil
• Doctor Who
• Hotel Babylon



HP

 Section B Ms Rolfe currently teaches Film - A study of a specific studio or production company within a contemporary film industry that targets a British audience (eg Hollywood, Bollywood, UK film), including its patterns of production, distribution, exhibition and consumption by audiences. This should be accompanied by study of contemporary film distribution practices (digital cinemas, DVD, HD-DVD, downloads, etc) and their impact upon production, marketing and consumption.