Ashley, Kadene, Sonny

A reminder of your brief and the criteria by which you will be assessed:

Brief:

A promotion package for the release of an album, to include a music promo video, together with two of the following three options:



a website homepage for the band;



a digipak for the album’s release;



a magazine advertisement for the digipak.

Assessment criteria:

Marking Criteria for Research and Planning

Research and Planning must be presented in digital format. Where candidates have worked as a group, the research may be presented collectively, but each candidate should give a clear indication of their role in any group research and planning and teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark, justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.

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.

Marking Criteria for the Media Texts

In this piece of work, in terms of production 40 marks will be allocated to the main task and 10 marks each for the two ancillary tasks. In arriving at these marks, centres should use the relevant markscheme below for whichever media is being assessed. Within the section of the main task, centres should consider the relationship between the tasks and ensure that a sense of brand identity across the package is evident. This should be taken into account at this stage.

Where candidates have worked in groups, the teacher is asked to indicate clearly on the mark sheets any differences in the contributions made by each individual to the group’s work. The teacher should also make clear on the mark sheet the quality of the brand identity across the package as a whole.

Level 1

Work is likely to be unfinished. There is evidence of a minimal level of ability in the creative use of any of the following technical skills:



shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene



editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects



recording and editing sound with images appropriately.

Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction.

Level 2

There is evidence of a basic level of ability in the creative use of some of the following technical skills:



shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene



editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects



recording and editing sound with images appropriately.

Where a candidate has worked in a group, a basic contribution to construction is evident.

Level 3

The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:



shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene



editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects



recording and editing sound with images appropriately.

Where a candidate has worked in a group, a proficient contribution to construction is evident.

Level 4

The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:



shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot sizes and close attention to mise en scene



editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions, captions and other effects



recording and editing sound with images appropriately.

Where a candidate has worked in a group, an excellent contribution to construction is evident.

AS Marking Criteria for blogs

Marking Criteria for the Presentation of the Research and Planning
Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.

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.


Marking Criteria for the Evaluation
Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.
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?

Notes for AS students on continuity piece.

It is essential that you get into the habit of writing up any practical coursework that you do on the blogs.

This will save you a great deal of time and heartache later. What you don't want is to have to write up about 40 blog posts in the last week before the work has to be submitted. At whihc time you will also have to answer 7 specific questions evaluating the success (or otherwise) of your finished foundation piece.

Below are some pointers for how to approach your practical work and writing it up on the blog.

There are 4 different areas to consider:

Research

Planning

Execution (creating your media product)

Evaluation.

Evaluation comes when everything else is finished and will be dealt with then.

The preliminary task is a good opportunity to start forming good habits in your approach to the work.

The coninuity piece is a straightforward demonstration of whether or not you grasp the basics of filming and editing.

Research for this may have included identifying which shots, in combination, typically make up the creation of a simple scene. You could have researched this by literally watching any film, tv drama or soap opera. The idea is that you quickly realise that you have already internalised the fundamentals of fimmaking because you have been watching (critically) since before you could speak.

You could also (as one group did) take snap shots of the typical shots used for a scene.

Planning would involve, amongst other things, creating a shot list, storyboard, choosing an appropriate location, choosing an appropriate subject. All these areas should be covered in your blog write up. If you have not done so you are already forming bad habits. If you do not take all these aspects (and more) into account, you will definitely come unstuck when creating you main project.

When writing your evaluation of the successful execution or otherwise of the continuity piece, I suggest you also link to the edit where you break the 180 degree rule, identify this as a problem, and explain that you learned how important this rule was by the act of creating for yourselves. Also note the nature of the audio track. There are obviously jarring continuity errors there. YOU should note this and state how you might do it differently again. eg. not film in a location where there will be a constant and changing level of noise - outside the 6th form study area.

Execution: undoubtedly many problems will have come to light in both the filming and editing and you must be able to identify these and explain what you have learned and how your approach will change. consider issues of sound continuity (even if the pictures work well), the subject is wearing different clothes, so you were unable to shot - who was in charge of that aspect of planning? There are so many variables when shooting a film that if your organistaional skills are not finely tuned, you will create myriad small problems which will ultimately prevent you successfully achieving your film.

TAKE THE SMALL STUFF SERIOUSLY AND THE BIG STUFF WILL LOOK AFTER ITSELF