duplicating people in after effects

http://www.ehow.com/video_12220064_duplicate-people-adobe-after-effects.html

Research and Planning assessment criteria

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 work on shotlists, layouts, drafting, scripting or storyboarding.

•

There is minimal organisation of actors, locations, costumes or props.

•

Time management may be very poor.

•

There is minimal skill in the use of digital technology or ICT in the presentation.

•

There are minimal communication skills.

•

There is minimal care in the presentation of the research and planning.

　

Level 2 8–11 marks

•

Planning and research evidence may be incomplete.

•

There is basic research into similar products and a potential target audience.

•

There is basic work on shotlists, layouts, drafting, scripting or storyboarding.

•

There is basic organisation of actors, locations, costumes or props.

•

Time management may not be good.

There is basic skill in the use of digital technology or ICT in the presentation.

•

There are basic communication skills.

•

There is a basic level of care in the presentation of the research and planning.

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 work on shotlists, layouts, drafting, scripting or storyboarding.

��

There is proficient organisation of actors, locations, costumes or props.

��

Time management is good.

��

There is proficient skill in the use of digital technology or ICT in the presentation.

��

There are proficient communication skills.

��

There is a good level of care in the presentation of the research and planning.

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 work on shotlists, layouts, drafting, scripting or storyboarding.

��

There is excellent organisation of actors, locations, costumes or props.

��

Time management is excellent.

��

There is excellent skill in the use of digital technology or ICT in the presentation.

��

There are excellent communication skills.

��

There is an excellent level of care in the presentation of the research and planning.

Macklemore - Cant Hold Us - A2 Media Studies Music Video

web 2.0 tools

http://animoto.com/ - create photo stories with audio
http://www.splicd.com/ - snag and download only sections of youtube videos
http://www.capzles.com/ - create multimedia timelines
http://voicethread.com/ - create videos with audio, that are interactive (we have a login for this somewhere!)

http://popplet.com/ - create interactive brainstorms

Website analysis

Websites are an important way to create attention and advertising for your music star. 

You will be required to do this for your coursework. 

- However, before you make it genre-specific, you will need to do base-line research into the key conventions of a website.
- You will then need to focus on what the genre-specific features are. To do this, you will need to analyse three different genres of website. 
- Compare what the similarities are across the websites and also the genre-specific differences.

Ensure it is uploaded in a creative way!

Miss S

Web 2.0 tools website

http://web20guru.wikispaces.com/Web+2.0+Resources

Male Gaze theory summarised

Laura Mulvey and her theory of the Male gaze influenced by the works of Freud, is key to the Feminist Film theory movement and has been of great influence since the mid 1970's. Mulvey argues that in classic hollywood films in particular women are merely represented to provide visual pleasure to men , and the audience is constructed in a manner where they are all expected to be men. This male gaze is both voyeuristic and fetishist. Her concept of "to-be-looked-at-ness", exemplifies that women were merely shown on screen in classic Hollywood in order to provide men with visual pleasure and have an erotic impact. Mulvey argued that the typical key protagonist within a classic Hollywood film was male and the audience members where similarly typically expected to be men. The typical male audience member is aligned with the films protagonist, by identification, admiration or aspiration. Therefore the audience member gains narcissistic pleasure (gratification) from identifying with the films protagonist, placing themselves "in the shoes" of the films hero. Further the influence of Freud an influential psychoanalytic theorist to Laura Mulvey's theory is the idea of castration anxiety which is what a person unconsciously thinks. For example if a woman was not objectified in the way she was in classic hollywood or placed in a position of lower authority, a male would not feel as powerful. This unconscious idea is that a male’s power and dominance over a female is his penis, and his dominance is threatened by a woman if she does not arouse this.

Marketing techniques used in the music industry

Marketing is a key way to target your audience, if you want to make it big in the music industry. Rather than just having a good song, you also need to have 'star' presence! In order to do this, marketing is key. Remember the saying: "All publicity is good publicity!"

You will be required to look at the different tools artists use to create an interest in their brand. 

1) This will require you to research into things such as: Twitter, Facebook, Music channels, TV shows, posters, newspapers, Magazines, YouTube, MySpace, etc. How popular are each of these areas of media? How many people use/access these each day?
2) Pick a celebrity and find out how much attention/promotion they get from these areas and how important it is in maintaining their 'star' status. What area of media gets them the most attention?
3) Pick out any important stories and explain how these have damaged or improved their status.

Media theory - Laura Mulvey

Assessment and Progress checks

A Level Media Progress Check
Date		Assessed by
Focus of assessment
Relevant assessment criteria
Evidence of progress/ evidence of meeting criteria
Areas to work on next/ ideas to consider
Additional comments

             

The above progress sheet will be used during the lessons. It means it can be put onto your blog and can also be kept as a copy on the system. Every few weeks, these will need to printed to form a 'hard-copy' for our records. 

I will introduce these next lesson, but these will form a way towards completing your 'production diary'. You can literally copy and paste most of the relevant information into your  production diary post and then reply to it. This should give you a clear focus and show the 'journey' you are taking each lesson. 

This can be used for a mixture of self, peer and teacher reflection. 

This will be a work-in-progress! So bear with us whilst we we get to grips with this!

Star Analysis

What is it to be a star?

What gives someone star quality?

What aspects of a 'star' can you use to create your own 'star'?

Who are the biggest stars around?


Using a new and interesting way to present your work on your blog, research and present an analysis of a 'star' of your choice! Ensure you look at videos, images and how they are presented in the news. Look at the start of their career, mid-way and present day!

Consider what you are learning - why is it important to create a complete 'star' package? How can we do this with our own creations?

NSE

Web 2.0 Blogging tools

Here is a list of different online tools you can use to make your blog interactive!

Each lesson I will expect you to try a new area of ICT, in order to meet the criteria for this aspect of the course! (You can only reach a higher mark in level 4, IF you have used a range of ICT to present your work).

Some of them will probably be useless! Please give them a practice and let me know which ones you think are worthwhile :)

http://learningweb2.wikispaces.com/Table+of+tools+for+blogs+or+wikis

Music Research

Hi all!

Hope you are all having a lovely holiday!

Before your return, please make sure all work we have done is up to date (and on your blogs!)

Also, please have a look online to consider some potential song choices/genres for your music video. Songs that are not very popular/copyright free are best, as we have to be careful with copyright law. Plus it's easier to create your own video, if another doesn't already exist!

Hope that all makes sense - see you very soon!

Miss S.

Latymer school's pre-lim task!!!

https://www.youtube.com/watch?v=v1yPGFoTSe8


Just to show you what we are up against.../hopefully provide inspiration?!!

Task: Analysing Music Videos

• Toby– Pink Floyd – Another brick in the wall


• Lily – Michael Jackson - Thriller


• Leah – Red hot chilli peppers - Californication


• Ellie - Madonna - Vogue


• Chloe– The Human League – Don’t you want me baby


• Harry – Buggles - Video killed the radio star


• Katie – Backstreet Boys – Backstreet’s Back


• Ben – Queen – I want to break free


• Poppy – No Doubt – Don’t Speak


- Georgia - Fatboy Slim - Weapon Of Choice


- Kayleigh - Beyonce and Lady Gag - Telephone


- Ryan - A -ha Take On Me


- Bobby - Blue - Coffee and TV


- Reagan - Jamiroquai - Virtual Insanity


- Grace - Sinead O'Connor - Nothing Compares to You


Task:

- You will prepare an analysis of your above given video.


- You will need to use Goodwin’s theory to assist in your analysis, giving clear examples of how the video fits into the video ‘types’. (Performance, Narrative, Concept)


- You will need to directly compare it to a modern video of your choice.


- This will need to be written up on your blogs, with links to the videos/screenshots where needed.


- You will also present your findings to the rest of the class (by this, I don’t want you to read off the screen, I want you to be standing up, formally presenting it)

The History of Music

Work completed with Anstee:


It's important to make sure you upload any work completed on the timeline and reflect on what this has helped you to understand about music videos.


Research and create a timeline, looking at the history of music. I want you to focus your research from the 1960s, up to present day.


Make sure you find out:


- who the iconic stars/singers were at this time

- what the most iconic music videos were

- what genres were popular at these times

- who their main audience was


Consider:


1) What styles were most popular (song and videos)

2) Compare the similarities and differences over time.


You can complete a timeline on Prezi. Upload onto your blog.

Brief Criteria

ASSESSMENT - R+P and PRODUCTION

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 individual 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).


THE EVALUATION BRIEF and ASSESSMENT

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

Coursework Brief

1. A promotion package for the release of an album, to include a music promo video, together       with:
 a) A website homepage for the band; 
 b) A cover for its release as part of a digipak (CD package) 

 The unit is marked out of a total of 100 marks: 

20 marks for the planning and research and its presentation; 
60 marks for the construction (40/10/10); 
20 marks for the evaluation. 

 In the evaluation the following questions must be answered:

 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 media technologies in the construction and research, planning and             
     evaluation stages?

What Music Means to Me

Research and create a timeline, looking at the history of music. I want you to focus your research from the 1960s, up to present day. 

Make sure you find out: 
 - who the iconic stars/singers were at this time 
- what the most iconic music videos were 
- what genres were popular at these times
 - who their main audience was 

 Consider: 
 1) What styles were most popular (song and videos) 
 2) Compare the similarities and differences over time. 

 You can complete a timeline on Prezi. Upload onto your blog.

Britney task!

Hi all,

For the Britney task, you will be required to shoot and edit step-by-step, the opening to 'Hit Me Baby, More Time'.

1) You will need to watch and analyse each shot sequence. You will need to work out: a) the length of the sequence b) the costume needed c) the setting d) how many actors e) camera position and movement

2) You will need to plan in your groups what each of you is doing and organise your filming

3) You will need to film your opening!

4) You will need to edit and sequence your footage, matching up your lip synching

5) Put your video on your blog and reflect on the successes - What went well? What could be improved? What has it taught you about filming music videos?

For any help, here's a link to another student version: http://www.youtube.com/watch?v=dgAEHwhwtwA

Enjoy!

Welcome!

Hey all!

Welcome to your new year 13 blog. This year you will be completing your own Music Video!

You will be required to complete research and planning, a music video, a digipack and a website; finishing off with four evaluation questions.

Put your all into this year - this work accounts for 50% of your overall A2 grade. This could really make or break your grades for university!

This year, when you require the cameras, you will need to properly book them out ahead of time and will only be allowed them for a set period. Anyone who fails to return them will not be allowed access to the equipment - so be prepared!

Any questions, as always, email: shuttle@bchs.essex.sch.uk 

Miss S