Please make sure that you have covered these areas in your blog: look up on the internet terms you are not aware of.
MEDIA TECHNIQUES
SHOW WHEN AND WHERE THESE THINGS HAPPEN IN YOUR MOVIE:
Camera Shots, Angle, Movement and Composition
- Shots: establishing shot, master shot, close-up, mid-shot, long shot, wide shot, two-shot, aerial shot, point of view shot, over the shoulder shot, and variations of these.
- Angle: high angle, low angle, canted angle.
- Movement: pan, tilt, track, dolly, crane, steadicam, hand-held, zoom, reverse zoom.
- Composition: framing, rule of thirds, depth of field – deep and shallow focus, focus pulls.
Editing
- Includes transition of image and sound – continuity and non-continuity systems.
- Cutting: shot/reverse shot, eyeline match, graphic match, action match, jump cut, crosscutting, parallel editing, cutaway; insert.
- Other transitions, dissolve, fade-in, fade-out, wipe, superimposition, long take, short take, slow motion, ellipsis and expansion of time, post-production, visual effects.
Sound
- Diegetic and non-diegetic sound; synchronous/asynchronous sound; sound effects; sound motif, sound bridge, dialogue, voiceover, mode of address/direct address, sound mixing, sound perspective.
- Soundtrack: score, incidental music, themes and stings, ambient sound.
Mise-en-Scène
- Production design: location, studio, set design, costume and make-up, properties.
- Lighting; colour design.
REPRESENTATION
Discuss how and why you have represented these topics in your blog
Gender: What gender are the main characters and why? How are you conforming to or breaking gender stereotypes?
Age What age are the people in your film and why? How are you conforming to or breaking stereotypes?
Ethnicity What ethnicities are you representing and why? How are you conforming to or breaking stereotypes?
Sexuality What sexualities are you representing and why? How are you conforming to or breaking stereotypes?
Class and status What social classes are you representing and why?
Physical ability/disability How are you conforming to or breaking stereotypes?
Regional identity How are you conforming to or breaking stereotypes?
SELF-ASSESSING YOUR OWN FILM OPENING
Write a detailed assessment of your film opening and put on the blog, assessing rough draft versions as well as the final version, using this marking criteria:
Level 1 0–23 marks
The work for the main task is possibly incomplete. There is minimal (very little) evidence in the work of the creative use of any relevant technical skills such as:
- Producing material appropriate for the target audience and task;
- using titles appropriately according to institutional conventions;
- using sound with images and editing appropriately for the task set;
- shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
- using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24–35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
- Producing material appropriate for the target audience and task;
- using titles appropriately according to institutional conventions;
- using sound with images and editing appropriately for the task set;
- shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
- using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
- Producing material appropriate for the target audience and task;
- using titles appropriately according to institutional conventions;
- using sound with images and editing appropriately for the task set;
- shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
- using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
- material appropriate for the target audience and task;
- using titles appropriately according to institutional conventions;
- using sound with images and editing appropriately for the task set;
- shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
- using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Research and Planning
Level 1 0–7 marks
- Planning and research evidence will be incomplete;
- 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;
- There is minimal care in the presentation of the research and planning;
- Time management may be very poor.
Level 2 8–11 marks
- Planning and research evidence may be partially incomplete;
- 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;
- There is a basic level of care in the presentation of the research and planning;
- Time management may not be good.
Level 3 12–15 marks
- Planning and research evidence will be complete;
- 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;
- There is a good level of care in the presentation of the research and planning;
- Time management is good.
Level 4 16–20 marks
- Planning and research evidence will be complete and detailed;
- 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;
- There is an excellent level of care in the presentation of the research and planning;
- Time management is excellent.
The Evaluation:
(This must be put on the blog with all questions answered in depth)
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 does your media product represent particular social groups?
- What kind of media institution might distribute your media product and why?
- Who would be the audience for your media product?
- How did you attract/address your audience?
- What have you learnt about technologies from the process of constructing this product?
- Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Marking criteria for evaluation
Level 1 0–7 marks
- Minimal skill in the use of digital technology or ICT in the evaluation.
- Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
- Minimal ability to refer to the choices made and outcomes.
- Minimal understanding of their development from preliminary to full task.
- Minimal ability to communicate.
Level 2 8–11 marks
- Basic skill in the use of digital technology or ICT in the evaluation.
- Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
- Basic ability to refer to the choices made and outcomes.
- Basic understanding of their development from preliminary to full task.
- Basic ability to communicate.
Level 3 12–15 marks
- Proficient skill in the use of digital technology or ICT in the evaluation.
- Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
- Proficient ability to refer to the choices made and outcomes.
- Proficient understanding of their development from preliminary to full task.
- Proficient ability to communicate.
Level 4 16–20 marks
- Excellent skill in the use of appropriate digital technology or ICT in the evaluation.
- Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
- Excellent ability to refer to the choices made and outcomes.
- Excellent understanding of their development from preliminary to full task.
- Excellent ability to communicate.
VERTIGO:
Gilbert's Media Studies blog 
