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