AS FILM OPENINGS
2014 AS media coursework
Second half term media/blogmeister Dec 2013
Second half term blog/mediameister Oct 2013
After careful consideration and very close second places we have decided that the most deserving winner of this prestigious certificate for this half term is ELLIE ROBSON.
Congratulations ELLIE, you deserve it! Your certificate awaits you in L9. Everyone else - you too can be blogmeisters. You can do it.
After careful consideration and very close second places we have decided that the most deserving winner of this prestigious certificate for this half term is ELLIE ROBSON.
Congratulations ELLIE, you deserve it! Your certificate awaits you in L9. Everyone else - you too can be blogmeisters. You can do it.
Leading up to Christmas
Well done everyone, fab rough cuts but also excellent peer assessing. Final cuts due 12/12/13.
- Ensure you have uploaded your rough cuts with comments on first draft from staff and students.
- Plan of re-edit and shooting must go into your production diaries
- Questionnaires for focus groups/audience viewings and individuals (film these)
- Viewing sessions - form, frees, lunches, after school (get a range of ages ks3/4/5 and adults)
LAP charts, task lists and trips
Looking at most of your blogs it is great to see how many of you have been working so hard to get ready to film. Well done! As soon as your storyboard is recorded and uploaded and you've covered all the other items on the task list you are free to go and start filming! Remember the research never finishes and you must do quite a lot for the audience task I emailed. Those of you who still need to pay for the coach please do so before Thursday's trip as we will be invoiced for that on Friday. Those of you who still want to go to Manchester but haven't filled in your parcons or made payment please do so by Thursday as we also have to pay the YHA by Friday.
Have a great weekend.
Have a great weekend.
BFI trip pt1
Year 12 students enjoyed a conference at the BFI on the film industry. In the morning, students learnt about mainstream and independent cinema, production, distribution and exhibition. In the afternoon, industry speakers answered student questions from Faith Miller (Communications Manager, Soda Pictures), Paul Webster (Producer, Shoebox Films) who has been in the industry over twenty years and has produced films such as Eastern Promises, Atonement, Pride and Prejudice and Salmon Fishing in the Yemen and the CEO of Vue Cinemas who started Vue Entertainment in 1999 and then sold it for £1 billion this year.
' It was inspiring to hear the speakers and learn about the industry from experts, we especially liked the Vue Cinemas CEO, exhibition is not a side of the industry you hear often about. ' Beth and Drea
' We really liked the producer, he was friendly, informative and answered a lot of interesting student questions.' Nick and Joe
' It was inspiring to hear the speakers and learn about the industry from experts, we especially liked the Vue Cinemas CEO, exhibition is not a side of the industry you hear often about. ' Beth and Drea
' We really liked the producer, he was friendly, informative and answered a lot of interesting student questions.' Nick and Joe
Student Evaluations Marking Criteria
Find three student productions of your choice and upload onto blog (post title student evaluations) - one to present to the class that you found interesting and two others to mark using the criteria below. What went well, Even better if and give them a grade. It would be fab if you emailed any students' work with queries on their productions or their marks and got a reply. You will present the video you found this week. w/c 21/10/13
Youtube - Latymer film openings, Hurtwood House film openings, G321, AS Film openings
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal 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.
Youtube - Latymer film openings, Hurtwood House film openings, G321, AS Film openings
Level 1 0–23 marks The work for the main task is possibly incomplete. There is minimal 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.
Three Titles timelines
 |
| http://www.artofthetitle.com/title/se7en/ |
First make sure you have completed the Art of the Title (link on left) task first.
Then choose your own titles and write a list, screen grab the titles as the come up with the film title/job and the time they come on and how long are they on for and discuss the various titles - fonts, colours, sound, effects and any meaning in narrative. Titles are numbered T1, T2 etc
Here are some examples:
http://dannywhitebreadmedia.blogspot.co.uk/2012/09/panic-room-title-sequence-time-line.html
http://christiehibbert.wordpress.com/title-sequence-analysis/
http://prezi.com/umiyz1jy55vr/title-sequence-timeline-of-the-roommate/
http://www.timetoast.com/timelines/se7en-title-sequence
http://larave.wordpress.com/as-coursework/title-sequence-timeline/
Due 25th October
Film Pitch
Before you are placed in your groups you will be preparing a film pitch to your group (don't get too attached as it may not be chosen).
One slide/frame/paragraph for each, be visual and creative!
( ppt, prezi, animoto, voicethread, drawings, music etc )
- Create a visual moodboard of similar films and influences
- Include Video inspirations?- Title (with font ideas incorporated)
- Genre (how are you applying the conventions?)
- Target Audience
- Setting (name the various locations and/or anything day/night or time specific)
- Themes
- Icons
- Narrative
- Character profiles
- Textual Analysis - ideas on camera, sound, editing, effects, costumes/props
- Representation - class, age, gender, ethnicity, regionalism etc
- Institution - who would produce and distribute this film and why? What innovative advertising and marketing techniques will you use (think Carrie telekinesis in coffee shop
http://www.youtube.com/watch?v=WeSOhqmeG5w )
Your group will then decide on the best and most realistic idea, you will add and tweak it in order to present to the rest of the class who will be looking for:
Feedback will be based on:
CONTEXT
Who is the audience?
Who will produce and distribute the film?
What other films does this film draw on and compare to?
THE FILM ITSELF
What genre is it?
Who/what is it about?
Where is it set?
What are the themes?
What is the film's message?
Why would the target audience like it/pay to see it?
THE OPENING SEQUENCE
How does it relate to rest of the film?
Does it signify the genre?
Does it introduce character and setting?
What happens?
What is the style?
What is the mood?
How are titles integrated?
Does it demonstrate skills in use of dialogue, continuity principles, sound and light?
Is it an interesting/engaging idea?
Will it achieve anything not done before?
PRACTICALITIES
Actors
Location
Props/Costume/Makeup
Technical - sfx, camera, ligh, post production skills
Music
Time
Budget
POTENTIAL PROBLEMS
ANALYSIS OF FEEDBACK
When all approved - we will greenlight it.
Here are some examples:
1. http://www.slideshare.net/latymermedia/mas-decadence-presentation
2. http://latymermedia2012filmg1b.blogspot.co.uk/2013/01/handout-1st-side.html http://www.slideshare.net/latymermedia/hurting
One slide/frame/paragraph for each, be visual and creative!
( ppt, prezi, animoto, voicethread, drawings, music etc )
- Create a visual moodboard of similar films and influences
- Include Video inspirations?- Title (with font ideas incorporated)
- Genre (how are you applying the conventions?)
- Target Audience
- Setting (name the various locations and/or anything day/night or time specific)
- Themes
- Icons
- Narrative
- Character profiles
- Textual Analysis - ideas on camera, sound, editing, effects, costumes/props
- Representation - class, age, gender, ethnicity, regionalism etc
- Institution - who would produce and distribute this film and why? What innovative advertising and marketing techniques will you use (think Carrie telekinesis in coffee shop
http://www.youtube.com/watch?v=WeSOhqmeG5w )
Your group will then decide on the best and most realistic idea, you will add and tweak it in order to present to the rest of the class who will be looking for:
Feedback will be based on:
CONTEXT
Who is the audience?
Who will produce and distribute the film?
What other films does this film draw on and compare to?
THE FILM ITSELF
What genre is it?
Who/what is it about?
Where is it set?
What are the themes?
What is the film's message?
Why would the target audience like it/pay to see it?
THE OPENING SEQUENCE
How does it relate to rest of the film?
Does it signify the genre?
Does it introduce character and setting?
What happens?
What is the style?
What is the mood?
How are titles integrated?
Does it demonstrate skills in use of dialogue, continuity principles, sound and light?
Is it an interesting/engaging idea?
Will it achieve anything not done before?
PRACTICALITIES
Actors
Location
Props/Costume/Makeup
Technical - sfx, camera, ligh, post production skills
Music
Time
Budget
POTENTIAL PROBLEMS
ANALYSIS OF FEEDBACK
When all approved - we will greenlight it.
Here are some examples:
1. http://www.slideshare.net/latymermedia/mas-decadence-presentation
2. http://latymermedia2012filmg1b.blogspot.co.uk/2013/01/handout-1st-side.html http://www.slideshare.net/latymermedia/hurting
Creative online tools
CREATIVE ONLINE TOOLS - LET ME KNOW WHICH ONES ARE USEFUL WE'LL DELETE THE ONES THAT AREN'T
www.wordle.net - an online tool to produce creative thematic word clouds/brainstorms
www.bubbl.us - online brainstorm/mindmap creator
www.prezi.com - interactive presentations
www.pixton.com - an online comic strip creator
www.scrapblog.com - online scrapbook tool
www.mashuparts.com - the ability to combine multimedia to form another product
www.mindmeister.com - online mindmap creator
www.smartdraw.com - create 3d graphs or spider diagrams
www.spicynodes.org - online organisation tool for websites
www.gliffy.com - flowchart creator etc
www.evernote.com - upload photos and make notes on top to preserve ideas
www.springnote.com - create group notebook online
www.glogster.com - online poster construction
www.my-diary.org - free online diary
www.goanimate.com - create animations for free
www.polljunkie.com - create online polls/questionnaires
www.animoto.com - create short 30 second videos out of photos or video clips
www.voicethread.com - upload docs and allow people to leave comments
www.authorstream.com - upload and share powerpoints to blogs/websites
www.mixbook.com - create photo albums and share online
www.timeglider.com - create online timelines for projects/research
www.timetoast.com - create online timelines for projects/research
www.voki.com - convert text to speech – online voice for websites
www.prezentit.com - online presentations
www.vcasmo.com - synchronise videos and slideshows side by side
www.worditout.com - word cloud generator
www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created. Embed into any webpage
www.a.freshbrain.com - decision making tool
www.openstreetmap.org - online editable world map useful for location details
www.tadalist.com - free to-do list creator
www.video2mp3.net - convert videos from youtube to mp3
www.wallwisher.com - online comments board
www.wordle.net - an online tool to produce creative thematic word clouds/brainstorms
www.bubbl.us - online brainstorm/mindmap creator
www.prezi.com - interactive presentations
www.pixton.com - an online comic strip creator
www.scrapblog.com - online scrapbook tool
www.mashuparts.com - the ability to combine multimedia to form another product
www.mindmeister.com - online mindmap creator
www.smartdraw.com - create 3d graphs or spider diagrams
www.spicynodes.org - online organisation tool for websites
www.gliffy.com - flowchart creator etc
www.evernote.com - upload photos and make notes on top to preserve ideas
www.springnote.com - create group notebook online
www.glogster.com - online poster construction
www.my-diary.org - free online diary
www.goanimate.com - create animations for free
www.polljunkie.com - create online polls/questionnaires
www.animoto.com - create short 30 second videos out of photos or video clips
www.voicethread.com - upload docs and allow people to leave comments
www.authorstream.com - upload and share powerpoints to blogs/websites
www.mixbook.com - create photo albums and share online
www.timeglider.com - create online timelines for projects/research
www.timetoast.com - create online timelines for projects/research
www.voki.com - convert text to speech – online voice for websites
www.prezentit.com - online presentations
www.vcasmo.com - synchronise videos and slideshows side by side
www.worditout.com - word cloud generator
www.sketchfu.com - Create a drawing, save and play back as a movie of the drawing being created. Embed into any webpage
www.a.freshbrain.com - decision making tool
www.openstreetmap.org - online editable world map useful for location details
www.tadalist.com - free to-do list creator
www.video2mp3.net - convert videos from youtube to mp3
www.wallwisher.com - online comments board
Look at the marking criteria then watch student work - what mark out of 60?
ROSES ARE RED
AND THE REST IS HISTORY
GEMINI
KARMA
MOTHER AND I
THE EDGE
A SCHOOL'S NIGHTMARE
Art of the Title
1. What is the definition of a Title Sequence?
2. What is the function of a Title Sequence?
3. Name three films featured in the A Brief History of the Art of the Title Sequence?
4. Select a film Title Sequence shown in the A Brief History of the Art of the Title Sequence and discuss how the Title Sequence uses Typography Elements (text), Visual Imagery/Sound Elements and what kind of mood/feeling is created as a result? Name of chosen Film Title Sequence: Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling:
5. What does the use of Typography Elements (text), Visual Imagery/Sound Elements in the chosen film Title Sequence suggest about the theme/content of the film?
6. Select another film Title Sequence shown in the A Brief History of the Art of the Title Sequence and discuss how the Title Sequence uses Typography Elements (text), Visual Imagery/Sound Elements and what kind of mood/feeling is created as a result? Name of chosen Film Title Sequence: Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling:
7. What does the use of Typography Elements (text), Visual Imagery/Sound Elements in the chosen film Title Sequence suggest about the theme/content of the film?
8.Visit the following website: Art of the Title watch the sequences and read the 6 Film Title Sequence interview with Richard Morrison. The videos are on vimeo and will take a little while to load so be patient.
What kind of nuance does Richard Morrison look for when creating a Title Sequence? Select 2 of the 6 Morrison Title Sequences (CHOICE: Brazil, Batman, High Fidelity, The Dreamers, Sweeney Todd: The Demon Barber of Fleet Street, Vantage Point) and answer the following questions: Name of 1st chosen Film Title Sequence created by Richard Morrison: Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling:
9. What does the use of Typography Elements (text), Visual Imagery/Sound Elements in the chosen film Title Sequence suggest about the theme/content of the film?
10. What does Richard Morrison explain about the Film Title Sequence?
11. Does Richard Morrison feel the Film Title Sequence was successful, why or why not? Name of 2nd chosen Film Title Sequence created by Richard Morrison: Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling:
12. What does the use of Typography Elements (text), Visual Imagery/Sound Elements in the chosen film Title Sequence suggest about the theme/content of the film?
13. What does Richard Morrison explain about the Film Title Sequence?
14. Does Richard Morrison feel the Film Title Sequence was successful, why or why not? New Film Title Sequence Questions Chosen Film: Rating: Why did you choose this film? Discuss how the film’s existing Title Sequence uses Typography Elements (text), Visual Imagery/Sound Elements and what kind of mood/feeling is created as a result? Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling: Discuss how the film’s New Title Sequence (created by you) uses Typography Elements (text), Visual Imagery/Sound Elements and what kind of mood/feeling is created as a result? Use of Typography Elements (text): Use of Visual Imagery/Sound Elements: Mood/feeling: What does the use of Typography Elements (text), Visual Imagery/Sound Elements in the chosen film Title Sequence suggest about the theme/content of the film?
Prelim Task Evaluation Questions
Create a prezi.com and for each frame answer the following questions:
1) Who did you work with and how did you manage the task between you?
2) How did you plan your sequence? What processes did you use? What theories did you try to take in to account?
3) What technology did you use to complete the task, and how did you use it?
4) What factors did you have to take into account when planning, shooting and editing?
5) How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently? What did others say about your production?
6) What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
Make it visual, add screen shots and embed your prelim task too.
Peer Feedback can be added in next week.
1) Who did you work with and how did you manage the task between you?
2) How did you plan your sequence? What processes did you use? What theories did you try to take in to account?
3) What technology did you use to complete the task, and how did you use it?
4) What factors did you have to take into account when planning, shooting and editing?
5) How successful was your sequence? Please identify what worked well, and with hindsight, what would you improve/do differently? What did others say about your production?
6) What have you learnt from completing this task? Looking ahead, how will this learning be significant when completing the rest of your foundation coursework, do you think?
Make it visual, add screen shots and embed your prelim task too.
Peer Feedback can be added in next week.
First half term blog/mediameister Oct 2013
Hello everyone
After careful consideration and very close second places we have decided that the most deserving winner of this prestigious certificate is GEORGE BREWER.
Congratulations George your certificate awaits you in L9.
After careful consideration and very close second places we have decided that the most deserving winner of this prestigious certificate is GEORGE BREWER.
Congratulations George your certificate awaits you in L9.
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