WORKSHOP - BAND COSTUMES AND PROPS

FOR THE BAND
LEAD SINGER: Brendan Brown
orange t-shirt round neck
bright blue t-shirt V neck
blue hat (Simon)
wrap around sunglasses
combats - beige colour
acoustic electric guitar
mic and stand

DRUMMER: Pete Brown
dark blue trackies
blue t-shirt - sports style with white stripe around V neck
green t-shirt
drum kit

BASS GUITARIST: Mike McCabe
green short sleeve shirt with collar
black long sleeve t-shirt with logo
jeans
bass guitar
leather/bead necklace
mic and stand
KEYBOARD PLAYER: Shannon Harris
blue short sleeve shirt with collar (Simon)
dark blue baggy sports t-shirt
combats - beige colour (Simon)
keyboards
bongo drums (Simon)
tambourine

WORKSHOP Teenage Dirtbag (With Lyrics) - Wheatus

Here are the lyrics as sung in the music video

(Labels: workshop, teenage dirtbag, wheatus

WORKSHOP ADVANCE PREPARATION

Click here to print yourself a copy of the lyrics

Things you must do in advance (ie this week):
1. watch the video and get as familiar as possible with the section we are remaking
2. Look through the post on character roles and have a think about which part you would like to play
3. See Miss B to get your name on the list for the various roles. Come and have a chat about what role you could play - I have been thinking about this a lot over the last few weeks!
4. Have a good look at the dress codes of all the characters and start bringing in items - YOU will need to supply all costumes so beg, borrow and steal and get creative! Check the costumes post as well.
5. Look closely at the video to spot the props we will need and start organising who is going to bring what. Check the props list too on a separate posting.
6. Learnt the lyrics off by heart!
6. Start practicing your performance - we will need perfection on the guitar playing, drumming, movements and gestures, action codes etc

Miss B has started a costumes and props box in the media office so bring stuff in this week!

WORKSHOP Wheatus - Teenage Dirtbag

ok everyone here's the track. The remake will go from 0.16 secs > 1.58 secs and will match the original as closely as possible.

well guessed simon

(Labels: workshop, teenage dirtbag, wheatus)

BLK HOMEWORK WEEK 2

Click here (Joy Division) and here (The Wombats)
for research help with this week's homework task on 'Let's Dance to Joy Division'

If you've lost your copy of the lyrics, click here

Please post your track interpretation and your treatment/idea for the music video by the end of the week

The Wombat-Lets Dance To Joy Division Lyrics

LESSON 1 CREATIVE TASK (labels blk, BLK lesson)

BLK - LESSON 1, HOMEWORK 1

Firstly, please read the following posts and come to next lesson fully informed and ready with any questions you may have

1. Course outline
2. Coursework

Secondly, please complete the questionnaire in your folder as fully as possible, for handing in next lesson

All the above to be completed by:
12C Weds P1
12E Fri 7+8

MS BLACKBOROW'S POSTS

My posts fall into the following categories (and are labelled as such)
1. Course outline
2. Coursework (including the brief, the stages and dates)
3. Individual progress (including blogging)
4. The workshop day
5. UCAS
6. Extra-curricular

MANAGING YOUR INDIVIDUAL PROGRESS

We will be looking at your individual blogs and recording comments/ setting targets and assessing progress as we go along. Please ensure you are posting regularly as we can only comment on actual evidence provided.

During the summer term, each student will be allocated to a teacher who will oversee their research and blog. Feedback will be in the form of comments, targets, assessment of progress and regular 1 to 1 chats. We hope this will help you focus your research,and get the best possible marks!

If you are not sure what you are doing on your blog, please see all the earlier posts for guidance

Miss T's list:

Alice

Tanya

Aarti

Mia

Bhavika

Bisma

Mary

Holly

Mrs D's list:

Selina

Mel

Hannah

Laura

Loren

Nisha

Jack

Danni

Miss B's list:

Matt

Tom

Ben

Daniel

Nick

Simon

Amelia

Charlotte

Shaun

WORKSHOP - ADVANCE PREPARATION

1. Watch the video - remake section only - lots of times to get a feel for it

2. Think about the part you would like to play in the video. If you want a main role, PRACTICE in front of the mirror!! You will need to audition if lots of people want the role, so make sure you know your part. Available lead roles are:

Lead singer
Bass guitarist
Drummer
Bongo player
Male lead character - Paul/geek
Female lead character - Dora/love interest

MINOR ROLES ARE:
Jocks x 3 in the corridor
Students doing the Loser sign in corridor x 2
Student who bumps into Paul x 1
Tambourine player in crowd x 1
Dancing girl x 1

Anyone not playing a lead or minor role, will be extras - dancing in the background in performance shots and as passing characters in the corridor and external scenes

3. Regardless of the role you would like, try and learn the lyrics and get a feel for how you would lip synch them/ direct someone else to do it well

4. Try and get a feel for the shots and how you would shoot them, where you would place your camera etc

6. Think about what costumes and props you could contribute, bring them in advance or on the day and leave them in the props box. It's the little details that really matter.

7. Get plenty of sleep the night before, so you will be full of energy for a long day of MEDIA!!

WORKSHOP GUIDELINES

-Be on time throughout the day - the shoot has to be finished on the day and you will hold things up if you are late at all
-Every one of you will have an important part to play
-Everyone will be in the music video
-All props/costumes need to be provided by you
-Learn the lyrics in advance so you know what you're doing if you have a lip synching part
-Look at the shot by shot breakdown in advance so you know what happens and how it is meant to look
-The remake will be as IDENTICAL to the original as is humanly possible
-It is difficult to do a remake REALLY WELL - you will have to take it seriously if you want a good outcome
-100% enthusiasm and involvement from all of you goes without saying, we hope
-ENJOY!

WORKSHOP FRIDAY 3rd JULY 2009

Organisation
-Don't forget to remind your teachers you won't be there for their lessons. I don't want any complaints so please ensure you catch up with work missed and find out what work was set for homework.

-Also do not go to am or pm registration, but do let your form tutors know that you are in school for the day. We will register you in media.

Itinerary for the day:
-Students arrive in Media 8.30 am
-Workshop starts at 8.35 am
-Break will be at 10.30 am for 15 minutes
-Lunch will be from 12.15 - 12.45; workshop will re-start promptly so don't go far for your lunch break
- Afternoon break will be at 3pm for 15 minutes
The workshop will finish at 5pm

PROJECT DEADLINE

In order to complete your project, you will need to do the following, BEFORE the deadline:

link your music video, website URL, album cover or advert, and digital storyboard to both the individual and group blog

check the labels of all the posts on both blogs

write a closing post and post a message to the moderator
check all images, video clips and other links and make sure they are all live and that they work properly

complete a group assessment and hand in

STAR PROFILE FORMS

For Mrs Dymioti's class follow this link:

Star Image profile

EARLY REMINDERS

Individual progress:
Postings - have you put anything up on your blog yet?
Have you designed your blog, added your links and sorted your navigation?
Have you started your research tasks?
Have you posted any tracks/ideas?

PLAGIARISM

The rules on plagiarism of coursework are quite clear; anyone found guilty of plagiarising anyone else's work will be disqualified from entry to this unit by the school. The exam board will be informed of our decision, and are likely to uphold it.

This ruling relates to all work entered as coursework including research, planning, ideas, notes etc on your blog.

Definition of plagiarism: passing off someone else's work as your own, including work that has been altered to make it look as if it is yours. This could include the work belonging to someone else at Latymer in your group, class, year group, or another year group. It could also include the work of a student from another school, or a media analyst who publishes their work in any format.

BE WARNED!!! There will be no 2nd chances when it comes to proven plagiarism.

BLOGGING ADVICE

please can you ensure you have set up your blogs properly. You all need the following:

-navigation link to main music video blog, to others in your group and to your group blogs
-labels list
-blog archive

start your blog as you mean to go on - get your external links sorted at the start, embed your video links properly (as they are on the main blog) and remember the more visual and analytical the better!

thanks everyone

JAKE WYNNE - OUR GUEST DIRECTOR

Jake is a well known music video director and editor, particularly known for his professional partnership as 'Jake & Jim' with another ex-latymerian, Jim Canty

click here to link to Jake & Jim's director videography

click here to go to Jake's youtube channel

FINAL LESSONS OF TERM

For any absentees, this is what we are doing at the end of term:

1. Individual Blogs - catch up in your own time
2. Finishing the teaching of music video - see teachers before you leave
3. Discussing groups
3. A few more past music vids
4. Chocolate!!

10 STEPS TO A LEVEL 4 GROUP BLOG

1. Regular postings and updates, with no long gaps between them (unless these are explained)
2. Ongoing evidence of group work as specified in the coursework tasks, relating to research, planning, production and follow up tasks including inspirational links, actor and location photos, inspirational videos and tracks, video clips of test shots, plans, schedules, shot lists, storyboards, shot logs, feedback etc
3. Ongoing evidence of development, change and progress including diary style summaries of your ongoing progress as a group
4. Proper headings to posts, and named posts, including group posts
5. Lots of communication between the various group members, with regular posts from all group members, including reactions/suggestions/new ideas/arrangements and so on
6. Links to the main blog, and the group members blogs
7. A link to the final music video, album cover, and myspace
8. Thorough labelling of posts, using a labels list. Use labels to identify who posted what. All posts should also be labelled as either research, planning, reflections, production, post-production or follow up. As well as identifying the various stages, use labels such as genre, audience, narrative, structure, form, style, branding etc to identify the concepts being covered in the post.
9. Availability of the correct tools for editing posts, browsing etc
10 Your own blog style/ blog name (your group number must still be obvious) to represent you as a group, including a happy group photo!

10 STEPS TO A LEVEL 4 INDIVIDUAL BLOG

1. Regular postings and updates, with no long gaps between them (unless these are explained)
2. Ongoing evidence of individual research, analysis, theory and ideas as specified in the coursework tasks
3. Ongoing evidence of development, change and progress including diary style summaries of your individual contribution to the project as a whole
4. Ongoing reflections/ thoughts/comments on the progress of the group project
5. Communication between you, the teachers and the group
6. Links to the main blog, the group members blogs, group blog
7. labelling of posts, using a labels list
8. list of links to external websites you have found useful/inspirational
9. Availability of the correct tools for editing posts, browsing etc
10 Your own unique blog style to represent you as a media student/music consumer

PRINCE 'GETT OFF'

DO NOT start with this video - its complexity is 'scary' in terms of edits an dcuts off beat and you won't be allowed to do that so save watching this until I tell you to!!
Luv Mrstx

Prince - Get Off sélectionné dans Musique et Soul / Funk / Disco

USHER - MAKE ME WANNA

Usher - You Make Me Wanna... on MUZU.

THE MUSIC INDUSTRY

Here's a great video on the changes in the music industry.. In order to watch this, open a new tab and log into the intranet first OR when the page comes up for Microsoft server, use your usual school username and password to access the video.


If you want to jump to the link then CLICK HERE - to watch it

GROUP PHOTO

Don't forget to add your group photo to your blog

COMPARE THESE . . .WHAT DO YOU THINK?

Here's the original and much older video...

STAGE 3: PRE-PRODUCTION PAPERWORK

Any paperwork you may need is linked to this blog.

There are 2 linked lists for PAPERWORK:

1. Advanced Production - general stuff
2. Video Production - everything you will need for Stage 1, 2 and 3 of your production

STAGE 2: TIPS FOR GROUP RESEARCH + PLANNING

Once your group have chosen a track, you will be able to start planning your production. It is quite likely that your group will be asked to pitch their idea to the class for feedback as soon as you get to this stage.

Firstly, agree and post the following as soon as possible:
1 who the band/ artist are, their name, their image/ identity
2 an outline treatment for your early visual ideas
3 Detail on the target audience – see audience posting below to help you

HELP WITH AUDIENCE PLANNING
Take your track selection one stage further by developing your ideas on the audience for this kind of music. Answer the following questions:
1. How would you describe the target audience for this kind of music? Is there a core and secondary audience?
2. How would you describe the tastes and attitudes of the target audience? What other media do are they likely to consume? Outline their media consumption profile
3. What function does this kind of music serve to its audience (uses and gratifications)?
4. Music fans often use music to help them construct their own cultural and visual identity – how do fans of your artist or band do this?
5. How/ when/ where is this kind of music consumed?

STAGE 1:TIPS FOR ALBUM COVERS RESEARCH

You can use this as a starting point for album covers research, and you may include this work as part of your research.

A: Look at a selection of album covers (minimum of ten, CD or vinyl), maybe from your own, your parents or a friends collection, or online - the more variety in genre, style, decade etc the better. Make notes in answer to the questions below:

1. What are the typical features that an album cover has? Make a list of all the elements they have in common.
2. How would you categorise the covers in front of you? Are there any other ways of distinguishing between them other than generically?
3. Album covers serve many different functions. What do you think these are (ie what is their purpose?)

B: Choose one album cover out of your selection. It might be a particular favourite, or one that is particularly visually interesting. Prepare deconstruction notes of the cover (back, front, inside sleeve).

For the deconstruction you will need to explore the following:
images used (layout, colour, style etc)
text (fonts, size, positioning, colour etc)
The relationship between text and images - how do they work together ie anchorage Differing functions of the front, back, inside sleeve
How the iconography represents the band, the genre of music and their overall image.
Are there any signifiers exclusive to the band/ genre
What the cover says about the institutional context of the music ie the label, mainstream, underground, first album etc
What can we learn about the potential/target audience from the cover ie specialist, niche, familiarity with the band, compilation, mainstream etc.

and anything else of relevance. Any work completed on album covers should be posted on your individual blog, with links to the album cover imagery.

STAGE 1: TIPS ON MUSIC VIDEO RESEARCH (BLK)

In

You can work on this with someone else if you prefer, as long as you keep your own notes and use them as the basis for your portfolio

A: Watch a variety of music videos, and make notes using these questions:
1.Does the song belong to a particular genre?
2.Do the images illustrate, amplify or contradict the lyrics?
3.Do the images illustrate, amplify or contradict the music?
4.How are the performers shown?
5.Does the video present a voyeuristic view of women?
6.What other texts does the video refer to/ draw upon?

Summarise findings/compare and contrast/apply theory. Considerations of genre, audience appeal, form and style should underpin your notes. Link the videos and post your notes on your blog.

STAGE 1: TIPS ON INDIVIDUAL RESEARCH

Aim to focus your research carefully. Try to:
1. Work independently
2. Analyse
3. Apply theory learnt in class to examples of your own choice

In order to be prepared for both the evaluation and the exam, try to research the following:
a) Genre (a specific genre, genre signifiers, genre categories)
b) Audience (target audience, appeal, cultural identity)
c) Institutions (specific directors, record labels, marketing, branding, construction of image)
d) Style + Form (music videos, album covers, music magazines, adverts, websites, music channels/stations)

Get started straight away – you have time this term to complete this, alongside the music video teaching.
It’s fine to work with other people as long as you are responsible for your own contributions and note taking, and you write up your work separately.
How to present it:
The more visual and analytical your blog is, the better. It should look impressive!!
Your work around the individual tasks should go on your individual blog, and group work should go on the group blog.

STAGE 1: TIPS ON TRACK SELECTION

Conduct some individual music research. Listen to as many potential singles as you can, with or without the group, then select a few as your personal choice for the single your group will eventually work with. When listening to tracks and choosing one, you must consider and conform to the criteria listed below.

B: When you have chosen some tracks to present to the rest of the group, prepare your pitch. Post your initial ideas onto your blog regarding the style of miusic video you envisage, and the identity of the artist or band you plan to create. It is important to think about the whole concept (brand), not just about the music video. Make sure the track link is on your blog.

C: Pitch your ideas to each other, then you will need to decide on the best track for the project.

Please Note: A copy of the track will be needed for Premiere if your track is
chosen. This can be an MP3 or on a bought CD. To complete the above, you must work around the following criteria when selecting potential tracks:

Single criteria
Your potential track must conform to the following criteria:

it must provide opportunities for original and creative work
it must not have been promoted recently by a professional music video in the UK charts
it must have a clearly definable target audience
it must be generically identifiable ie as clearly belonging to a particular genre/sub genre
the track must have been mixed and recorded to a high standard, including if using an independent artist (eg local band)
It must be available as a digital download or on a bought CD

Your choices will need to:
be discussed by the group/ class – pros and cons identified
be filtered out by teachers if unsuitable (please anticipate the likely ‘secondary’audience at Latymer (parents, younger children, Headteacher etc)
be accessible to all members of your team
be chosen by a unanimous group decision (you must all agree)
inspire the group to make a creative, original music video that uses and/ or challenges convention
be suitable for public broadcast on both terrestrial and satellite mainstream TV channel in other words, no swearing, no sexually aggressive language/ imagery, avoid drug related lyrics/ imagery

D: To complete the activity, you should individually blog the feedback you received from the group regarding your track selection. As a group, you should identify the final track you chose, why you chose it, the pros and cons and what the feedback was from the group.

THE QUICKER A DECISION IS MADE, THE SOONER YOU CAN GET ON WITH PLANNING

THE PROJECT STAGES

The Stages:

There are 5 stages to be worked on, both individually (but feeding into the group project) and together as a group. They are:

Stage 1 (June/July): Individual research tasks, including

• 
  
  research for potential tracks
• 
  
  research into similar products (artists and record labels, album covers, artists websites, music videos)
• 
  
  exploration and analysis of the forms and conventions of similar products
• 
  
  target audience research

Stage 2 (August/September): Group research and planning - the focus by this stage should be specifically on the choices you are making as a group, including:

• 
  
  the style of artist you are intending to work with
• 
  
  the type of music video and other materials you are planning to produce
• 
  
  the genre of music you are intending to work with
• 
  
  the audience you are planning to target (demographics, tastes and habits, pleasures, other music/media consumption etc)
• 
  
  the actual track you have selected
• 
  
  your ideas for branding your artist or band
• 
  
  your ideas for mise-en-scene, location, special fx, costume, actors etc

Stage 3: (September) Group Pre-production - this is where your plans and ideas must be firmed up. Expected evidence will be in the form of a treatment, storyboards, photographs, shot lists, a shoot schedule, actor contracts etc.

Stage 4: (October) Group Production/post-production: shoot and edit music video, shoot publicity stills, design album cover, advert/website

Stage 5: Individual Follow-up work. This includes audience feedback (November - can be arranged as a group), plus the evaluation. Please note that your evaluation answers can be posted at any time during the project. Adding to your responses as you go along will be a much more effective way of tackling your evaluation than leaving it until the end of the project. Therefore you could argue that this stage should be managed simultaneously alonside the other stages of the project (from Stage 2 onwards) wherever possible,and finalised in November.

MEDIA RELATED UCAS AND CAREERS ADVICE

There will be several sessions in June and July for those of you interested in either a Media-related UCAS application and/or a career in the media industry. During these sessions, we will advise you on the types of courses available, the best courses and unis for your needs, and the best approach for a successful application. We will also discuss work experience, building up and improving your portfolio and you can access the network of ex-latymerians for up to date advice and information.

If this is relevant to you, email me at blk@latymer.co.uk so I can put you on the list as asap. If you are on the list, we can guarantee that your referee will be a media specialist (Mrs Dymioti) and you will be included in all the relevant activities related to a successful application. Those of you who decide later (ie next term), will still be able to access all the help and advice, but a media specialist referee is not guaranteed.

From September, there will be an allocated slot on the timetable for you to attend drop-in sessions, where we will be free to help you with:

• your application
• your choice of unis and courses
• your personal statement
• your showreel (like a dvd portfolio of your past work)
• preparation for interview

At this stage, we strongly advise the following:

• email us to let us know you want to go on the list
• come to the advice sessions
• search around the media department sections on the websites of the recommended courses and create yourself a list of possible places/courses
• send out your reference requests to all your current teachers asap (even those whose subjects you are dropping - this is compulsory
• we only need ONE reference request in media (to BLK) as our references are done jointly
• Aim to send off your application by the end of October - this is early for a reason!
• Start thinking about your portfolio
• Book a mock interview if you can (in or out of school - there are various ways this can be done)
• Keep up with current trends in television/the web/news and current affairs/the media industry. Knowledge is power!

Finally, we are in the middle of devising a new media careers/UCAS blog which will be a one-stop shop for all the advice and links you could possibly need. Watch this space!

THE PROJECT BRIEF + MARKING CRITERIA

The unit requires you to engage with contemporary media technologies, giving you the opportunity to develop in these technologies. It also enables you to develop the skills of presentation that are required for further study at higher levels and in the workplace.

Candidates will produce:

• a media portfolio, comprising a main and ancillary texts
• a presentation of their research, planning and evaluation in electronic format

Your production brief is as follows

Brief 1: A promotion package of the release of an album, to include a music promo video, together with 2 of the following 3 options:

• a website homepage for the band
• a cover for its release on cd
• a magazine advert for the cd

Note: Original imagery, (including publicity stills for the ancillary products) must be included on all products. You are expected to shoot stills specifically for use on your print materials rather than merely relying on extracts from your MV footage. Found imagery is possible but there is a limit on what can be used and how – this can be discussed with the teachers on an individual basis.

Assessment: to achieve Level 4 (16 - 20 marks) in Research and Planning, you must demonstrate

• excellent research into similar products and a potential target audience
• excellent organisation of actors, locations, costumes and props
• excellent work on shotlists, layouts, drafting, scripting or storyboarding
• excellent time management
• excellent level of care in the presentation of the research and plannning
• excellent skill in the use of digital technology or ICT in the presentation
• excellent communication skills

Assessment: To achieve Level 4 in production (50 - 60 marks*) you are expected to demontrate 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 where appropriate
• using a variety of shot distances, where appropriate
• shooting material appropriate to the task set
• selecting mise-en-scene 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
• 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. Differences in the contributions made by individual candidates must be clearly indicated on the teacher marksheets. When marking the production, teachers must focus on the quality of the brand identity across the promotion package as a whole, as well as on the indidvidual productions.

*The main task will be marked out of 40 (level 4 = 32-40 marks), and the two ancillary tasks will be marked out of 10 each (level 4 = 9-10 marks).

Evaluation: each candidate will evaluate and reflect on the creative process and their experience of it. The following questions must be addressed in the 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?

Assessment: To achieve Level 4 in your evaluation (16 - 20 marks) you must demonstrate

• excellent understanding of the forms and conventions used in the productions
• excellent understanding of the role and use of new media in various stages of the production
• excellent understanding of the combination of main product and ancillary texts
• excellent understanding of the role of audience feedback
• excellent ability to communicate
• excellent use of digital technology or ICT in the evaluation

QUESTIONNAIRE

Please help us to help you by answering the questions in your folder as soon as possible

KEY DATES + DEADLINES

Music Video workshop: Friday 3rd July - all day

Coursework Project deadline: end of Autumn Term

Music Video and track pitch:

13E: 23rd Sept 4 - 6 pm

13C: 24th Sept 4 - 6 pm

A2 COURSE DATES 2009-10

Summer Term 2009 (after AS exams)
During this 5 week period we will concentrate on teaching for the Advanced Portfolio Our focus will be Music Video construction, analysis and independent research.

Advanced Portfolio

Autumn Term 2009

1st 3 weeks: Start group work, plus teaching of marketing and promotion in the music industry

Next 8 weeks: Production and evaluation (project deadline: w/b 23rd Nov)

Last 3 weeks: Essay practice for Exam section A (writing about coursework)

Spring Term 2010

Feb - end March: Teach Global Media and Media Regulation

April - May: Essay practice - Section A + B

Teachers: Ms Blackborow and Ms Thrasher will share the teaching of Music Video this term. Ms Blackborow and Mrs Dymioti will manage the Advanced Portfolio (coursework) unit together in Sept, and Section A of the exam (writing about coursework). Ms Blackborow will deliver the teaching on Media Regulation and Mrs Dymioti will deliver the teaching on Global Media. Essay practice will be managed by both teachers.

WELCOME BACK Y12!

Great to see you all back!

Here's some information about the transition from AS to A2 Media:

There are 2 units left to make up the A level - 1 exam and 1 coursework, worth 50% each of the A2 course. These are both synoptic units.

Coursework - (worth 50%/100 marks)
The coursework unit is called the Advanced Portfolio – group project on Music Industry - entered in January '10. This will be managed in the same way as the Foundation Portfolio - individual blog for individual research and ideas, reflections and evaulation, group blog for all group research, planning and production work, and a joint production

Plus 1 written exam paper called Critical Perspectives, to be taken in June

Critical Perspectives Exam (2 hours, worth 50%/100 marks)
Section A: Theoretical Evaluation of Production
(1 hour - 50 marks/25% of A2)
In this section you will answer 2 questions about your coursework.
1a: you will describe and evaluate the development your skills from Foundation to Advanced
1b: you will explore your coursework productions in relation to one of the following concepts (genre,narrative,representation,audience,media language)

Section B: Contemporary Media Issues
(1 hour - 50 marks/25% of A2)

In this section, you will answer one essay question on one topic. There are 6 topic areas, and we will offer 2 of them. For each topic area, there will be a choice of 2 questions. The topic areas we are offering are: Global Media and Contemporary Media Regulation. This unit focuses on completely new areas of learning, and requires the skills of debate and discussion. There is some free choice and independent research required within this unit as well.

June 2009
1. You already have half an A level under your belt (assuming you have passed all 3 modules so far!)

2. Must complete all the A2 course from now on to be eligible to continue next term.

3. Do not drop any subject unless you are 100% sure you are not continuing with it – better to wait until results before any drastic decisions are made

Assessment of coursework: 3 assessment objectives
1. Apply knowledge and understanding when analysing media products and processes and evaluating your own practical work, to show how meanings and responses are created (20 marks)

2. Demonstrate the ability to plan and construct media products using appropriate technical and creative skills (60 marks)

3. Demonstrate the ability to undertake, apply and present appropriate research (20 marks)

Assessment of the exam: 2 assessment objectives
1. Demonstrate knowledge and understanding of media concepts, contexts and critical debates (60 marks)

2. Apply knowledge and understanding when analysing media products and processes and evaluating your practical work, to show how meanings and responses are created (40 marks)