A2 exam: tips for Questions 1a and 1b

Questions 1a and 1b Tips

Work for MN Friday 25th March 2011

1. Finish assessing the answers from the Jan 2010 exam that we worked on last lesson.
2. Reflect further on your chosen genre of music video. Without referring to your video, what are the generic conventions you associate with this genre of music? Link to your research and planning.
3. Complete the past question on genre from June 2010. You can find this on the word document in the email sent in Tuesday's lesson. It's also on this blog under "Section past questions". Remember: it's 30mins and 25 marks. Handwritten.

This is all to be completed for Tuesday's lesson.

Thanks

MN

Narrative Analysis

Using your time lines of your narrative, annotate using the following questions;

1. What is the relationship between lyrics and visuals?

· Work through the song and identify ways in which the lyrics are illustrated or amplified or

even contradicted by the visuals.

· Pick out some specific examples to back up your argument.

2. What is the relationship between music and visuals?

· Does the video cut to the beat?

· Are solo instrumental bits illustrated by the video?

· Does the video change pace with the music?

· Give examples to support your points.

3. Are there close-ups of the artist and star image motifs?

· How is the record company looking to sell this track?

· What image of the artist/band is being offered?

· How does this video relate to previous videos by the artist? Are there motifs which have been used previously? Or does this video represent a change of image?

4. Is there reference to the notion of looking?

· Do you get the sense that the artist is on sexual display or that other people in

the video are used in this way?

· Does camerawork, costume, dance or something else imply sexualised display?

· Are there other references to ‘looking’ such as screens within screens or binoculars, cameras, etc. Give examples and consider why these features have been chosen.

Skills revision

Over half term, you need to;

• complete revision notes for all 5 skills at AS and A2
• remember: specific and detailed examples/ impact on production/ effectiveness/ link to other skills
• Also, complete the question below in timed exam conditions (30mins). Remember to refer to AS and A2 and how you have progressed in your use of that skill.

"Describe the ways in which your production work was influenced by your use of digital technology and how this led to you being more creative over time?" 25 marks

Examiner Report 2010

After every set of exam, the exam board produces a report which outlines which parts of the questions students responded well to and which were more challenging, along with exemplars of good practice.
From June 2010,

• Students found section A more challenging than Section B
• Good idea to answer the Section B question 1st (post modernism) as this is an hour and worth 50 marks, therefore any time issues will affect a 25 mark question from section A instead.
• Key advice: 1. interpret the question - 2. select examples of your work most appropriate for the question, allowing you to show analysis and reflection - 3. structure your response using the criteria from the mark scheme

Qu 1a). Skills Development (Digital technology/ creativity/ research and planning/ conventions from real media texts/ post production)

• 30mins/ 25marks
• Refer to all practical work completed over the course (AS and A2)
• show the link between the 2 skills referred to in the question
• be specific in the examples you use, clearly linked to the skill and using technical media language
• clearly mention your progress from AS to A2 and how this can be seen in the quality of your profuction
• show evaluation and reflection: e.g. how effective/ what were the outcomes of this skill/ strengths and weaknesses
• "conventions of real media texts" is more than just generic conventions: e.g. target audiences/ music/ post production etc

Qu 1b). Key Concepts (Narrative/Audience/Genre/Representation/Media Language)

• 30mins/25marks
• Choose 1 practical production to refer to
• set up the key concept for discussion and bring in other, relevant theorists etc
• apply these ideas to a range of specific elements from your chosen production
• evaluate the outcomes of how your production and the theory are linked. Be clear, with specific and detailed examples.

What is creativity?

Follow this link to some guidance on what being creative means and a quick activity to demonstrate how random it can be.
http://fordlcmedia.blogspot.com/2010/03/what-is-creativity.html

Past Questions: section A: questions 1a and 1b

A2 section A past questions

Evalaution

You must adress the following questions in your evaluation;

1. In what ways does your media product use, develop or challenge forms and conventions of real media products?
2. How effective is the combination of your main product and ancillary texts?
3. What have you learned from your audience feedback?
4. How did you use new media technologies in the construction and research, planning and evaluation stages?

Mark Scheme (Level 4 16-20marks out of 20)

• There is excellent understanding of the forms and conventions used in the productions.
• There is excellent understanding of the role and use of new media in various stages of the production.
• There is excellent understanding of the combination of main product and ancillary texts.
• There is excellent understanding of the significance of audience feedback.
• There is excellent skill in choice of form in which to present the evaluation.
• There is excellent ability to communicate.
• There is excellent use of digital technology or ICT in the evaluation.

Level 3 is the same statements but the word "excellent" changes to "proficient".

For each of the 7 statements, consider;

• which statement links to which evaluation question?
• what does "excellent" work look like for each statement and how will this be different from work that is "proficient?"

CD Covers

Wiki has a nice overview of the history of album cover art with links to contraversial and significant examples.
http://en.wikipedia.org/wiki/Album_cover

For inspiration, try this 2010 list of the Best Album Art of all Time from Wired;
http://www.wired.com/underwire/2010/06/gallery-album-covers/

Storyboards and Planning

When storyboarding, consider whether each part of your storyboard is a scene or a specific shot;
Scenes (e.g. a group of people walking into a room) need to be broken down into shots
e.g. mid-shot from directly in front of door
close up of faces from side
high angle shot from behind, looking over shoulders and showing room
This creates a shot-list, which can be written and linked to each numbered scene.

You can then organise each scene (and shots) by setting to produce a list of which scenes you will film in any 1 setting. This will help ensure you use your filming time efficiently.

This can then be broken down into the actors and props you will need for each scene, again helping to ensure superb planning.

Key Concepts

Representation
- who or what will be represented in your video?
- in what way do you want your audience to see them, respond to them, feel about them?

Media Language
- how will you make your audience respond in this way?
- consider: mise-en-scene, lighting, props, sound and music, setting, costume etc

Audience
- who is your target audience and how will your representation appeal to them?
- how do you want your target audience to respond?
- why is it important that your artist is represented in this way in relation to your audience?

Genre
- how does your representation link to the genre of your video?
- which elements will be recognisable to your audience?
- what have you changed/ challenged/adapted about the representation in relation to generic conventions and expectations?

Video Analysis

Look at some of the videos posted below. Consider the following when thinking about your own practical assignment;

• the use of someone other than the singer in the video
• the editing and use of camera angles
• what the setting, lifestyle and mise-en-scene say about the artist
• any shots, settings, features that would work in your video

You could also look at;

Mark Ronson "The Bike Song" http://www.youtube.com/watch?v=mt_aKauLrjA&ob=av2e

Blur "Girls and Boys" http://www.youtube.com/watch?v=ATWnH-yb6-o&ob=av2e

Klaxons "Golden Skans" http://www.youtube.com/watch?v=q-SJjFcnsGs&ob=av2e

Professor Green "Need you Tonight"

Oasis "The Importance of Being Idle"

Fat Boy Slim "Weapon of Choice"

Busted Blogging

Make sure your blog is kept upto date with all your work on the Busted practice video. When reflecting on what you've done to produce this, consider the following;

• your skills development (creativity, digital technology, research and planning, post production, using conventions from real media texts)
• what specific aspects of producing a music video you need to do differently and/or better for your real practical

Busted Lesson Schedule

Busted lesson schedule

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13C Busted Storyboard

Busted Storyboard 13 c 2010

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