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Unit G324 Advanced Production 16 June 2014 - 20 March 2015 A promotional package for the release of an album for an unsigned British band or artist, to include the following: • music promo video; • cover for its release as part of a digipak (CD/DVD package); • magazine advertisement for the digipak(CD/DVD package). Written Component • Research and planning video production • Research and planning print productions • Research into potential target audience, focusing on how audiences consume music & popular culture
Construction • 2-4 minute music promo video
20 marks
60 marks
20 marks
Students assessed individually
Video: Group assessment if students working in a group. Print Productions: Individually assessed
Students assessed individually
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Digipak consisting of 4 panels (minimum) for the album release A4 magazine advertisement promoting the digipak/ artist/ band.
Weighting: 50% of A2 Grade;
Written component. Evaluation: 4 compulsory questions must be answered in electronic format, using a variety of electronic media: power points, video, screen shots, prezis, web cam, audio recordings, word etc.
25% of total A Level mark
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Janis Joplin
Jimi Hendrix
Contents : Title Page Contents Media Language/concepts in terms of skills & concepts Goodwin’s theory; Blog labels Assessment information Research into potential target audience Research into aspects of the music industry Planning music video Planning music video (story boards/mood boards etc) Music Video – The shoot & Edit Example of completing Pitch Print Productions: Planning & Research - Digipak Print Productions : Magazine Advert Print Productions: Useful Hints & Useful websites Evaluation: responding to 4 compulsory questions: Question 1 Evaluation: Question 1 continued ditto Ditto (exemplar print productions) Evaluation: Question 2 Evaluation: Question 3 Evaluation: Question 4 Suggested working patter for students Deadlines
Basement Jaxx
Page Numbers 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
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The band must be British and unsigned at the point of planning. Filming must take place in country of origin of band (for foreign students). The policy of the Media Studies Department is that tutors must agree the band or artist that students identify for promotion. If tutors consider a band or artist unsuitable/untalented then students must search for another. In the past students who have ignored this advice have consistently achieved poor marks. Lead singers must be audible over the band; the beat and or lyrics must offer plenty of imaginative/visual ideas that audiences can read. Students are not permitted to promote their own band .
It is advisable to do bulk of shoot over summer holidays.
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Goodwin’s music video analysis – a useful reference point. Andrew Goodwin writing in ‘Dancing in the Distraction Factory’ (Routledge 1992) 1. Music videos demonstrate genre characteristics (e.g. stage performance in metal video, dance routine for boy/girl band). 2. There is a relationship between lyrics and visuals (either illustrative, amplifying, contradicting). 3. There is a relationship between music and visuals – use of irony (either illustrative, amplifying, contradicting). 4. The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style). 5. There is frequently reference to notion of looking (screens within screens, telescopes, etc) and particularly voyeuristic treatment of the female body.
but
why not …
6. There are often intertextual references(to films, tv programmes, other music videos) etc.
How to set out your blog for Unit G324; Labels are as follows: • G324: Researching music video • G324: Planning music video • G324: Researching and planning print productions: • G324: Research into potential target audience • G324: Evaluation • G324: Completed productions, music video, digipak, magazine advert. Marks are awarded for your technical skills. You should use the multimedia potential of the blog. You should embed videos, images, sound, power points, hyperlinks and any other appropriate material that has inspired you . Your blogs should be exciting and reflect enthusiasm and research.
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All elements of coursework, including research, planning and production need to illustrate creative skills in:
• Research and Planning: Breadth of research leading to creative planning • Digital technology utilised on blogs, production and post production • Post Production in video and print productions • Using conventions of real media products (genre) All elements of coursework, including research, planning and production need to illustrate conceptual understanding of:
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Genre Narrative Representation Audience Media Language
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ASSESSMENT All elements of research and planning are marked individually and based on blog entries, and tutor observations of student commitment during the planning, shooting and editing process. Tutors must explicitly explain to OCR’s external examiners how marks are awarded for all elements of course work. All written work must be in student’s own words. Any quotes from other sources must be highlighted and referenced. Information from web sites to inform research must be acknowledged to avoid accusations of plagiarism. The video production (shoot and edit) is given a group mark but this mark is based on strength of how individual students have contributed to the shoot and edit. Marks are deducted from individual students who have been consistently absent, unreliable, uncooperative (within the group) during the construction process. If students have any group problems they must voice their concerns to their tutor, confidentiality is taken into account should the circumstances be awkward.
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Independent research into potential target audience To be posted on blogs by week beginning 12 January 2015 Collage: In order to maintain an interesting blog students should endeavour to construct a visual image/profile of their ideal audience and life style. All points need to be closely linked with evidence of research into similar bands and their audiences/fan base and appropriate media theory. It will help if you identify a similar artist/s/band, research official and fan websites and include critical response or user comments. Students must explain of the demographics of their potential target audience for their promotional package, (age, gender, ethnicity, lifestyle). This should include elements of the following:
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Graphical image or written explanation of “ideal audience” you have in mind for your advanced productions, this can be supported with observations or photographs taken at gigs, festivals, on fan websites etcetera. Scanned images from magazines are also helpful. Students may wish to include some of the following in their audience profile. Any other ideas would be welcome: gender age ethnicity dress code hair style social class How your audience engages with aspects of popular culture: For example: choice of accessories, jewellery, gadgets favourite music genres/artists/bands favourite retail outlets entertainment choices their living space (bedroom) choice of films, TV programmes, radio stations, computer games, social networking sites, magazines, newspapers, novels, plays/concerts/opera, sport. music they identify with tribal identify; this could include how specific bands/artists/websites offer fans a sense of collective identity which is evident in aspects of dress code, lifestyle and values/ideology. aspirations /dreams (educational choices, career, travel)
Ska dress code
Goth fan
Hip hop fan
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British indie band Joe Lean
Metal: dress code
Drum & base break beat
Punk fan
Independent research into aspects of the music industry: Analysis of real music videos focusing on media concepts and aspects of media theory: One at least must be British and linked generically to a similar band you are promoting. The music video must be uploaded onto your blog. Students are strongly advised to post at least 4-6 case studies onto their blogs including the following:
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Case Study 1: Media Language: Analysis of music video focusing on media language and referencing appropriate aspects of Goodwin’s Theory of Music Videos. Case Study 2: Genre: Select a music video or 2 music videos and focus on how genre is utilised in aspects of mise-en-scene. Case Study 3: Narrative: Select a music video and discuss the purpose and appeal of aspects of the narrative structure; for example match on action, flash backs, montage, split screen, performance combined with back story etc Case Study 4: Representation: Choose a music video and discuss the way aspects of mise-en-scene represents gender, ethnicity, sexuality, cultural or regional identity, status and youth. Case Study 5: Audience:
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Identify 1-2 music videos and research target audience. Think about researching social network sites, user comments on You Tube, official fan websites. Explain how the audience can identify with aspects of mise-en-scene for example performers, costume, aspects of popular culture, strong inter textual references, genre. Reference audience theory.
To achieve a satisfactory pass students are expected to submit a minimum of 3 case studies. For highly proficient to excellent grades students need include in their analysis inter-textual references and to link their analysis to appropriate media theory.
Extension Task: Case Studies – Independent research into aspects of the Music Industry : This research is ongoing throughout the course and closely linked to planning and will boost your mark for coursework. Enthusiastic and ambitious students who want to construct a lively and imaginative blog may wish to explore the following to include photographs, screen shots, video footage etc.. Research should be closely linked aspects of your productions.. For example if students are promoting a female artist or band then they may wish to do some research into the representation of female artist/s in the music industry.
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The Norwich/local Music Scene – researching unsigned British bands in Norwich, to include performance, venues, problems of getting signed, messages and values in music. How they represent aspects of contemporary Britain. Or researching the ups and downs of a local unsigned band. Women in the music industry Researching aspects of summer music festivals: audience, performance, ratio of British bands to bands from USA, representation of gender and race in play lists. The importance of radio in the promotion of British new artists/bands. This could include researching radio schedules and listening to radio programmes that focus on unsigned artists. Information could focus on the ratio of male and female artist, artists from ethnic minorities and genres. Also quotes from DJ’s would be useful to support points.
Glastonbury
Radio Norfolk
The Waterfront
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Performance
Women of colour in rock
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Planning Music Video:
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Deadline: Week beginning 29 September 2014 (Students may choose to draw story boards, costume, props and other objects and scan them into their blogs.) To include: • Initial concept/treatment/proposal/outline – set out possible aspects of mise-en-scene on sugar paper to include generic style, similar bands/artists, dress code etc. This work can be photographed and posted onto your blog. • Pitch for music video • Lyrics and how you visualise them. • Storyboards /shot list to include all primary elements of mise-en-scene: colour/lighting, camera angles and movement, synchronisation of image with sound/lyrics/beat. . Storyboards need to strongly reflect your technical understanding of film language within a mise-en-scene., e.g. camera angles and movement, synchronisation of sound and movement, editing transitions etc. • Photographs or sketches of: locations, costumes, props, objects, make up, special effects. • Use of actors, (casting); students should include photographs of performers to include any performers who you’ve auditioned • Narrative structure; linear narrative, mixture of performance and back story, performance based, montage – series of images. • Organisation of time and equipment: cast, crew, equipment, location details. • Shooting schedule showing awareness of time frame.
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IMPORTANT: All planning needs to reference real output and reflect your research into music videos, films, TV programmes or aspects of popular or sub cultures which has inspired your ideas.
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Music Video- The shoot and edit
Deadlines: The shoot The edit
Week beginning 20 October 2014 Week beginning 15 December 2014
Students must not include any found images in music video; all footage must be original. Videos should reflect research into similar artists/real output, and genre. The music video is not judged on the music but on the following: To achieve a variety of camera angles and movement students may need 2 cameras to shoot the action from different angles. TAKE STILLS CAMERA ON SHOOT IN PREPARATION FOR YOUR PRINT PRODUCTIONS. THE SHOOT (Detailed planning is vital) • Creative/imaginative quality of all aspects of mise-en-scene to include utilisation or subversion of generic codes and conventions and deliberate inter-textual references to other media texts or contemporary British debates relating for example to a political movement or fashion or aspects of youth or popular culture. • Steady shots • Composition of mise-en-scene to reference, develop or challenge generic conventions. • Variety of mise-en-scene • Variety of camera angles and movement • Utilisation of Britishness in mise-en-scene. • Quality of sound. • Use of special effects (only utilised if appropriate). Some students utilise animation. • If using live footage of band a variety of camera angles and movements are important e.g close-ups of artists or instruments, zooms, low angle shots to signify status, pans of the band., pans of the audience if appropriate. Out takes of the band if students can access them. • Take a stills camera on shoots, so that you can get a variety of iconic shots of the artist/s/band whilst the shoot is in progress; these will be needed for your your print productions EDITING: This is where the art of film or video is evident and takes a lot of time. • Synchronisation of sound and movement to include lip synch if you are using performers to either play instruments or mime the lyrics. • Editing that is generic, jump cuts are associated with the medium though cross fades or fades to black are important, but the type of editing utilised must be appropriate to genre and lyrics and beat! • Remember that the art is in the edit! Marks are not only awarded for quality of music video but also for commitment to planning, contribution to the shoot and to the edit. Tutors will closely monitor the shoot and edit.
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Print Productions: Planning & Research Deadline (digipak and advert )week beginning 23 February 2015 • • • • • •
Please Note: You must use the template provided by Mr Seal. Planning and research of print productions needs to be as detailed as that for the music video with ideas evaluated in note form. It is important that any written text is readable. Ensure that composition and design make an impact. Students must not use any found images in print productions. Research CD covers that are generic and post them onto your blogs with explanation of link to your marketing campaign. Don’t hesitate to research the style of iconic visual artists, (classic, pre Raphaelite, impressions, abstract, comic, propagandist etc), for example:
Monet (impressionist)
Van Gogh impressionist Picasso (abstract/cubist)
Pre-Raphaelite Millais “Ophelia” Waterhouse “Siren”
Propagandist art
Warhol: The Marx Brothers
Munch “The Scream”
1) Digipak(CD/DVD package this is not group work but groups could utilise a specific brand style. Each student must individually submit this artefact. (STUDENTS MUST COMPLETE A MINIMUM OF FOUR PANELS - BUT YOU MAY DO MORE THAN THIS) Students are advised to email tutors to get immediate feedback on design ideas. This is important. Rejected ideas need to be included in planning aspect of blog with comments about why design not submitted. The Board like to see the development of ideas from rough drafts to final design. Website: www.dafont.com is excellent for choice of fonts. • Decide on format, either CD or DVD size or vinyl. • It is important that this production has a professional finish and looks like a real product. Thus institutional information is important on both the digipak and advertisement. A consistent brand style is advisable, some students include inserts about the artist/band • It is advisable that the product links generically, visually , thematically or ideologically to the music video, for example your digipak could feature images the artists or mock-up artists as this is part of a strong promotional campaign where the purpose is to establish a fan base and thus the fans need to recognise the artist/band members or appropriate artwork . • Screen shots from the music video can be utilised but we STRONGLY ADVISE STUDENTS to organise a photo shoot with performers for print productions. • The impact of design and composition is important. Originality is rewarded if appropriate and polished.
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Graphics and text should be well integrated; slogans can also be used to strengthen marketing. Name of band/artist and album needs to be clearly readable. Bar code and track list on back panel. Institutional information need to be included, price, any information about special offer, slogan, and details of company band/artist is signed up to. If possible include aspects of Britishness. Avoid stereotyping any social group, for example demeaning representations of gender or race or age, though irony if intelligent and appropriate is rewarded.
2) Magazine advertisement for the digipak(CD/DVD package: The advertisement can contain an image of the digipak or elements of the digipak design and should also link to the visual style of the digipak cover and or music video so that a consistent brand style is established. Each student must submit this artefact. All images must be original and constructed and/or manipulated by the student on photo shop. If found images are used and then manipulated students must post copies of unprocessed/ un-manipulated original pictures/ images on their blog. Design, composition and marketing of the artist/s are relevant to the assessment of this production.
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To strengthen mark students need to identify which appropriate magazine/s would host the advertisement. Examples: Specialist music or film magazine, life style magazine, Radio Times or similar magazine. Students need to research aspects of the magazine through a small case study and identify the demographic target audience. Students may wish to identify whether the advertisement should be placed near the beginning, the middle or back page of the magazine and explain why.
Include:
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Date album released and where product can be accessed. Details of where music can be accessed, i.e. website information very important for establishing a fan base and to find out tour dates etc. Details of cost of album or any special deals to strengthen your marketing strategy. Any other information that would strongly promote the band and thus build a fan base. Creativity will increase impact.
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Print Productions: Useful hints re format, design and font.
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A strong way to present your print productions Research and Planning is to do it as a Power point, with a slide for each of the following: CD/ DIGIPAK/ DVD/ BOXSET 1. Format and ‘extras’ – What format will your digipak take? How will it open? Does it include any ‘extras’ such as posters/ hidden panels/ postcards…? 2. Research into similar artists’ digipaks, to include examples of a number of digipak covers and internal pages from similar artists annotated/ analysed 3. Design ideas (pencil sketches). Include rejected ideas and discuss why you rejected them. 4. Font possibilities (dafont.com) – Use dafont’s preview feature to experiment with fonts. Take print screens and discuss the connotations/ effects each font creates. You should consider at least 5-6 fonts. Consider how the fonts are suitable to your genre/ appeal to your audience. 5. Original (unedited) photos – The photography MUST be your own. Include the unedited photos to show what they look like before any manipulation of the images. 6. Photoshop prints screens of work in progress 7. Final digipak jpegs ADVERT 9. Research into conventions of adverts – Analyse/ annotate 3-4 adverts marketing an artist, examining their conventions, genre and audience. 10. Advert Design ideas (pencil sketches). Include rejected ideas and discuss why you rejected them. 11. Language and phrasing for adverts must be accurate 12. Photoshop print screen examples of work in progress 13. Final advert jpegs
USEFUL WEBSITES
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cnsmediaportfolio.blogspot.com – Selected brilliance from our formers students. Great to see what others have done and to help you to see how to make your work stronger. cnsmediablogarchive.blogspot.com – All our ex-students’ blogs cnsmedia.blogspot.com – All current blogs (spy on your friends)
Presenting work on your blog
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www.scribd.com – Upload Powerpoints/ Word documents to embed on your blog www.slideshare.com – Upload Powerpoints/ Word documents to embed on your blog www.prezi.com – Create spiderdiagram presentations with embedded video/ images. Easy to embed into your blog.
Resources for designers
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www.dafont.com – More fonts than you could ever need. VITAL for your print productions (ask Mr Seal to install any fonts you need to use) www.sxc.hu – A bank of free stock images you can use as part of your print work to ‘embellish’ your work. REMEMBER: the images you use in your print productions MUST be your own, but you
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EVALUATION: Deadline Monday 23 March 2015 In the evaluation the following 4 questions must be answered: It is recommended that your present your evaluation in a variety of ways. For example power points, prezis, video or audio diary, or word documents. |It is important that all students must insert screen shots, imbedded videos from researched texts and their own productions (video and print) for comparative purposes. Regard your evaluation as a lively, interesting and creative production in its own right. Don’t repeat yourselves, once you’ve made a point don’t repeat it anywhere else in your evaluation.
Qu 1: In what ways does your media product use, develop or challenge forms and conventions of real media products? It would be advisable to structure your response in 2 sections: Section 1: Focus on how you’ve utilised generic conventions in your (music video) ; Section 2 How you’ve used developed or challenged the conventional layout of your digipak and magazine advert. Section 1: How and why you’ve either used, developed or challenged generic conventions in aspects of your music video: You may wish to structure your response around Goodwin’s Theory of Music Videos. Students are advised to reference the demographic of their target audience (age, gender, ethnicity), also other media interests associated with their “ideal” audience, lifestyle and aspirations. This is important with regard to why you have used, developed or challenged generic conventions to strengthen audience appeal. Music video: Genre characteristics in aspects of miseen-scene: Think about how of used developed or challenged generic conventions in some of the following: Locations, costume, objects/props, lighting, performers, sound (diegetic and non diegetic sound/dialogue) , titles (if you’ve used them), use of colour (monochrome, highly saturated, black and white)
To illustrate points reference your own and real productions and media theory.
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Media Theory : Gunther Kress defines a genre as 'a kind of text that derives its form from the structure of a (frequently repeated) social occasion, with its characteristic participants and their purposes' (Kress 1988) This has ramifications with audiences feeling a sense of belonging to a specific group thus music videos can give audiences a sense of collective identity
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You can reference Goodwin’s Theory: Music videos generate genre characteristics.
Think about stage performance, dance routine, or strong story telling. Illustrate points with screen shots from your music video to illustrate point Narrative Structure: How you’ve either used, developed or challenged the conventional narrative structure of music videos. This is closely connected to editing and your use of transitions. Think about : Match on action, montage, flash backs.
Research: Illustrate points with references to your own and real productions If you use flashbacks then have you used the coventions of flashback technique during the shoot or edit: In movies and television, several camera techniques and special effects have evolved to alert the viewer that the action shown is from the past; for example, the edges of the picture may be deliberately blurred, photography may be jarring or choppy, or unusual coloration or sepia tone, or monochrome when most of the story is in full colour, may be used. This is to avoid causing the viewer becoming confused.
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Mulvey’s Theory of the Male Gaze. The Gaze Theory if appropriate particularly with regard to objectification of women and or voyeuristic treatment of the female body in researched texts.
If you wish to focus on Goodwin’s Thoery think about whether your music video includes frequent references to the notion of looking. This is screens within screens, telescopes/lenses, or the performer looking at the audience.
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Representation of youth. You could also discuss any aspects of your music video which references contemporary issues like unstable relationships, binge drinking, loss, alienation, isolation, hedonism, rebellion and so on. References to appropriate films could be useful here. Re alienation/ isolation, rebellion think about films like: This is England, Fish Tank, Control, a thread in a soap opera, or TV dramas Skins, Glee, White Girl , Animal Kingdom …
Lacan’s Theory re identity: Lacan’ theory is specifically important re audience engagement. Audiences relate to texts where they can identify with representations of aspects of themselves in the lyrics, music and or artists. This is particularly important with regard to representation of specific social groups.
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http://www.bbc.co.uk/programmes/p01tx0ny Front Row (Radio 4) on playwright who was a drama teacher and thus understands young people.
This is England (2006
Fish Tank (2009) Control (2007) biopic about Ian Curtis of “Joy Division”)
White Girl (2008)
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Recurring motifs (Goodwin) Think about whether your music video has recurring and distinctive visual or highly stylised signifiers. For example recurring images of the sea, fair ground or fetishist item/s of clothing.
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Explicit inter textual references (could be ironic) to other music videos, or artists/bands, feature films, TV drams, news footage, magazines etc.
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Using the conventions of the medium: (Think about length and strong sense of marketing)
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Research: Illustrate points with references to your own and real productions
Theory: Katie Wales (1989) claims that 'genre is... an intertextual concept' so references to texts which inspired your ideas is important.. John Hartley suggests that 'we need to understand genre as a property of the relations between texts' .. Tony Thwaites et al, 'each text is influenced by the generic rules in the way it is put together; the generic rules are reinforced by each text'
Use of binary opposites… Strauss Lighting and camera angles and movement.
Barrack Obama’s iconic Election Poster 2008
Hamish Kidd’s A4 advert for release of digipak “Mr President We’re in Trouble” by Fold.
Section 2
Print Productions : To avoid repetition with what you’ve discussed
Discuss within the context of your production and real productions
with regard to your music video focus on the codes and conventions of layout. Digipak: Layout: Think about whether you have used, developed or challenged the codes and conventions of the 4 panel layout associated with CD or DVD packaging. Think about: • Integration of text and image • Fonts: style and size which could indicate genre • Conventions for each panel, specifically Panel 1 (title of album and name of band) and Panel 4 explain how you designed track list, bar code and institutional information. Magazine Advertisement: Focus on how you’ve used, developed or challenged the conventional layout of magazine adverts marketing a release of a new album.
Conventions of Panel 3 CD Tray
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conventions of Magazine Advertisement (Emily Ledger) Jumawan)
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Design for CD case Panel 3 (Tim
Magazine Advert referencing split screen structure of music video (Adam Turner)
Centre panels of a 6 Panel digipak subverts the conventional 4 panel digipak (Lyndsey Wise)
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Qu 2: How effective is the combination of your main product with ancillary texts? •
Divide your answer into two sections. Section 1 Digipak; Section 2 Magazine Advertisement Digipak: • Imbed screen shots from your music video and stills from your digipak to illustrate how you have created a coherent promotional package
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Identify specific examples from your print productions and explain how each panel links either visually, thematically or generically with the music video? Or Think about whether your design choices contradicts the notion of a coherent promotional package.
Magazine Advertisement promoting the release of the digipak
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Imbed screen shots from your music video and explain the links between your magazine advertisement , your music video and your digipak . For higher marks
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Identify and discuss any “recurring motifs” that you have developed.. Consider whether you have constructed a particular brand style which audiences or a developing fan base can recognise and identify with. Upload a music video and cover art/or print advertisement of a real artist you are familiar with and discuss whether the promotional package uses, develops or challenges the concept of a coherent package.
Qu 3: What have you learned from your audience feedback? OCR have stressed the importance of this aspect of your evaluation.
Include Media Theory (Reception Theory and Uses & Gratification Theories) where appropriate. Music video : If possible ditto for print productions target
24 Audience Include profile of your target audience: Page 6 of your booklet: 1) Age 2) Gender 3) Ethnicity 4) Sexuality 5) Media interests – fans of (ref real bands/artists) Audience Feedback: Include any feedback (from peers or tutors) during the construction of your music video and/or print productions and explain how this feedback informed any revisions to the shoot or edit. Feedback of finished product/s • Explain methods used and demographic of participants. You may have used 2 methods, questionnaires (hard copies or posted on social network site); interview with target audience • You may wish to present feedback in graphical form. • Evaluate feedback identifying any gender differences. • If you have posted your music video on You Tube evaluate user comments • Evaluate strengths and weaknesses of research If you had a hostile/aberrant readings re meaning then you may need to target a narrower/niche or different audience If this is the case then draw up the demographic of revised target audience. Be objective and don’t blame the audience if the feedback is overly critical.. You could reference Stuart Hall’s reception theory regarding agreement between the encoder (producer/author) and decoder (audience). Did you make your music video for “you” with little awareness of appealing to a wider audience?
Section Evaluate the value of audience feedback and what aspects of your productions your participants found most appealing. Include any other points.
Qu 4 : How did you use media technologies in the construction and research, planning and evaluation stages? Think about The extent new technologies offer new opportunities for: Creativity: with presentation and editing Distribution: Blog and You tube allows access to a wide audience Democratization: Production is not in the hands of a few but everyone can produce, contribute, comment. How new technology is bringing about a change in the relationship between audiences
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Suggested organisation: Blogger Evaluate specific features on blogger that have enabled you to creatively develop your conceptual understanding and practical skills.
MUSIC VIDEO Illustrate all points with references to your own practice Think about research, planning, shooting and editing • Identify technologies that were most effective giving you access to researching real artist’s music videos that inspired creative planning of your own production. (Think about specific websites).
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Include the brand name of the camera and identify specific features of the camera that allowed for creative camera shots during the construction of your music video. (Think about lighting, ability to review and re-shoot, zoom facility) Include name of editing software; identify specific features/tools of the editing software that offered creative opportunities during the edit of your music video. Identify specific social network sites that were critical in you receiving and evaluating audience feedback.
Print Productions Illustrate all points with references to your own practice.
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Identify technologies that were most effective giving you access to researching real artist’s cover art, or the work of specific graphic artists that inspired creative planning of your digipak. (Think about specific websites).
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Include the brand name of the camera you used during any photo shoots and identify specific features of the camera that allowed for creative camera shots during the construction of your print productions.
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Include name of editing software and; identify specific features/tools of the editing software that offered creative opportunities the construction of your print productions. Think about uploading any photographs before they were manipulated – then the finished image so that the examiners have access to the processes you used.
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Advised working homework pattern Unit G324
June – July 2014
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Summer holidays
September 2014
October 2014 November/December 2014 January 2015
February 2015
Identifying track to promote (must be decided by week beginning 13 July) Analysis of music videos linked to media theory Commence planning video production
Some students may wish to research into and an aspect of the music industry; taking stills of locations (music festivals, fun fairs or any appropriate footage that could be included in the final edit); photos of possible performers for music video. If students complete rough draft of planning they are strongly advised to shoot raw footage for music video to allow plenty of time for any re-shoots during editing process. • Planning music video • Shooting music video • Research into similar artists/aspects of the music industry(case studies) • Shooting music video • Editing music video • Editing/post production of music video • • Planning & researching print productions • Identifying and evaluating research into target audience • Preparing for mock examinations • Completing print production • Commence evaluating audience feedback • Commence Evaluation (responding to 4 compulsory questions)
27 March 2015
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Completing Evaluation Preparing for the submission of all aspects of coursework for internal moderation.
DEADLINES YEAR 13 PORTFOLIO 2014-2015
UNIT G324 Advanced Portfolio Task
Deadline
Summer Term 2013 Track should be identified and planning commenced. Over the holidays students are advised to begin the shoot.
Week beginning 14 July 2014
Autumn Term 2013 Planning should be in place for all aspects of Music Video Complete shoot of music video.
Week beginning: 29 September 2014 20 October 2014
Complete edit of music video
15 December 2014
Spring Term 2015 Submission of print productions.
Week beginning 23 February 2015
Submission of evaluation Final submission to blog of all elements of coursework for internal moderation.
23 March
2015
MONDAY 23 MARCH
28 2015