Tuesday 6 March 2012
CORRECTION
I will require you to have a cut of some kind by Thursday 22nd March, not the 21st as previously stated.
Monday 5 March 2012
MARKING CRITERIA FOR AS PRACTICAL
Take note of each of the descriptors below. You will be marked rigidly on your ability to execute each one successfully. Before submission to the exam board I will mark them according to the following criteria. When submitted my mark will be reviewed and moderated by an external examiner who will either confirm my mark or change it; this does sometimes happen.
Last year I hopefully gave students a mark that scraped them a C, the examiner marked them down to a D. Though it was only the difference of a couple of marks, I will not make the same mistake again as it compromises the school as an examination centre and also my integrity as a media practitioner.
You have all watched films your whole lives and have studied and analysed how scenes are constructed using a range of shots and techniques (sound, music, mise-en-scene all of which can also be taken into account as research if noted on the blogs), so constructing something that at least fulfills the criteria for BASIC should be a given. I am expecting to see nothing less than PROFICIENT.
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.
Last year I hopefully gave students a mark that scraped them a C, the examiner marked them down to a D. Though it was only the difference of a couple of marks, I will not make the same mistake again as it compromises the school as an examination centre and also my integrity as a media practitioner.
You have all watched films your whole lives and have studied and analysed how scenes are constructed using a range of shots and techniques (sound, music, mise-en-scene all of which can also be taken into account as research if noted on the blogs), so constructing something that at least fulfills the criteria for BASIC should be a given. I am expecting to see nothing less than PROFICIENT.
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.
DEADLINE
I will require you to have something shot and edited and ready to present for critiquing by the class by Thursday 21st March.
If it is not a ROUGH CUT of the whole thing, then it needs to at least the first minute with or without some titles in place, if only as a guide.
As of now you are expected to manage your own time and resources. Just because someone doesn't turn up one day, is not an excuse for not doing anything. If you have done your planning correctly the members of the group present at any time should be able to continue with the working.
A final note. Anything you blog about decisions you make, for example on the choice of costume, should identify 3 or 4 potential choices you considered and a justification of what lead you make you final choice for inclusion in your film.
Good luck and enjoy the process, this is the fun part.
If it is not a ROUGH CUT of the whole thing, then it needs to at least the first minute with or without some titles in place, if only as a guide.
As of now you are expected to manage your own time and resources. Just because someone doesn't turn up one day, is not an excuse for not doing anything. If you have done your planning correctly the members of the group present at any time should be able to continue with the working.
A final note. Anything you blog about decisions you make, for example on the choice of costume, should identify 3 or 4 potential choices you considered and a justification of what lead you make you final choice for inclusion in your film.
Good luck and enjoy the process, this is the fun part.
HOWEVER
It is inevitable that some amongst you will not do most or any of the suggested research and planning, however, if you make that choice, be advised that you will be unlikely to achieve anything more than a C in your practical.
The practical is a great opportunity to make up for deficiencies in your exam, so if you approach it positively and enjoy the process, it is likely that you will do well.
If, on the other hand, you approach it lazily, with little thought and little preparation, this will be immediately clear and you will be marked accordingly.
Last year the marks ranged from As to Ds. Both stand out a mile.
DO NOT presume that you just can point a camera and shoot and it will be fine. It will NOT.
To do this successfully requires consideration. If it is ill-considered it will stand out a mile.
The practical is a great opportunity to make up for deficiencies in your exam, so if you approach it positively and enjoy the process, it is likely that you will do well.
If, on the other hand, you approach it lazily, with little thought and little preparation, this will be immediately clear and you will be marked accordingly.
Last year the marks ranged from As to Ds. Both stand out a mile.
DO NOT presume that you just can point a camera and shoot and it will be fine. It will NOT.
To do this successfully requires consideration. If it is ill-considered it will stand out a mile.
Planning
PLANNING
As covered in the lesson. PLANNING is anything that you do before the actual production takes place:
A detailed story outline for your first 2 minutes. This is sometimes referred to as a treatment and should include how you intend to achieve your film. It is worth looking at the assessment criteria for guidance at this point.
A shot list - this will be easier if you have done your research properly.
A storyboard - not absolutely necessary but it may help you visualise the film better and identify potential problems before they arise.
A shooting schedule - to include locations, times, actors required for particular scenes.
By now everyone in the group should have at least one clearly defined role they can contribute to the group effort. It is inevitable that one voice more creative than the others may emerge at this point to drive the project, but each member needs to be able to account for what their input is.
If you do all these things correctly and make regular blog postings addressing these areas you have a good chance of doing well.
As covered in the lesson. PLANNING is anything that you do before the actual production takes place:
A detailed story outline for your first 2 minutes. This is sometimes referred to as a treatment and should include how you intend to achieve your film. It is worth looking at the assessment criteria for guidance at this point.
A shot list - this will be easier if you have done your research properly.
A storyboard - not absolutely necessary but it may help you visualise the film better and identify potential problems before they arise.
A shooting schedule - to include locations, times, actors required for particular scenes.
By now everyone in the group should have at least one clearly defined role they can contribute to the group effort. It is inevitable that one voice more creative than the others may emerge at this point to drive the project, but each member needs to be able to account for what their input is.
If you do all these things correctly and make regular blog postings addressing these areas you have a good chance of doing well.
RESEARCH
Just to re-iterate on the importance of research and planning.
RESEARCH is everything you do help you understand how to most properly make the kind of film you want.
In this case that means you should by now have watched at least 20 title sequences to different films and at least 10 of these should be films like the the sort of film you want to make.
If you can fit your film clearly into a genre that will certainly make this task easier.
You should by now have written up on your blogs what you have learned about how the opening sequence of a film works:
Establishes place
The main protagonist
The genre (more or less)
Gives a hint or flavour of what the story will become.
You should identify 4 or 5 films in particularly that you are using for inspiration and explain how they have lead you to make certain directorial choices.
Include links to clips or trailers or at least some visual reference to a poster.
Some of you demonstrated your planning quite well for the preliminary task so take your lead from there.
Also linked to RESEARCH maybe, camera testing. Trying certain shots to see their effect. Identifying the different ways in which certain types of films use different types of shots or editing to quicken or slow the pace of a sequence. For example a chase scene, on foot, might be shot with the camera hand held and be quickly edited with reaction shots of the pursued person, looking terrified in close-up.
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