Task 1: List 10 stories/debates/examples that you could use for the Identities and the Media question.
E.g. fourth wave of feminism (#everydaysexism); gender identity issues (e.g. Caitlyn Jenner; Chelsea Manning, North Carolina LGBT law etc.) If you’re not confident enough to use all 10 in an exam situation then research, revise and create notes/revision cards until your knowledge is sufficient.
Task 2: List 10 stories/debates/examples that you could use for the New/Digital Media question.
Here, there’s no question you’ll have enough examples (your two NDM case studies are perfectly acceptable here) so it’s more about quality. Choose your 10 strongest examples to prepare for exam use – e.g. Citizen journalism and the #blacklivesmatter campaign against US police brutality; social media impact on TV news and newspapers (e.g. Paris attacks); streaming services and changes in the music industry (Tidal Twitter promotion) etc. Again, if you’re not confident enough to use all 10 in an exam situation then research, revise and create notes/revision cards until your knowledge is sufficient.
If you complete all 10 on your blog, create revision cards for each example with the key details, statistics and quotes.
MEST 4 C/W
Thursday 5 May 2016
Friday 12 February 2016
critical investigation LR
36=B
WWW-
EBI-
WWW-
- passion and engagement
EBI-
- Written English is one factor keeping you out of the top level: some spelling/grammer but more organisation. you need clear topic sentences that show where the essay is going.
- another factor keeping it out of the level 4 is the lack of academic research (books and journals). you have 30 footnotes but how many from books or journals?
- check references: no page numbers. also, come of the bibliography is in the incorrect format.
- another aspect holding this back is the lack of media theory. where is the feminist theory? what about using Mc Robbie to explore an alternative to you main argument- that women can use their sexuality to empower themselves.
- id like more reference to primary text...you barely mention it after the second page of so.
Friday 29 January 2016
Linked production: Research and planning
With your preliminary exercise completed, we now need to turn our attention to the actual Linked Production. Your initial task is to complete the research and planning for your production. Work through the following:
1) Confirm your production brief. You write this yourself but it's absolutely crucial this is clear, appropriate and achievable. You should have done this already - the original blogpost was here - but it may have changed as a result of your preliminary exercise.
2) Research: notes on at least THREE similar texts to the one you are creating. What are the key conventions? What can you learn/borrow from the examples you have looked at?
Song:
Rihanna- pour it upBeyonce- feeling my self
Krept Conan- freek of the week
LETHAL BIZZLE- FESTA REMIX feat: STORMZY, CHIP
video:
GEKO-its alright (performance)
Alessia Cara - Here (setting)
¨Promotes a single and, normally,
an album
¨ Promotes the artist or band
¨ Creates, adapts or feeds into a
‘star image’
¨ Entertains the audience
¨ Sets the ‘meanings’ of a
song by the use of images
¨Performance
¨ Narrative
¨ Thematic
¨ Symbolic
Often
contain shots of the artists performing
Can
be a live stage performance, with shots of artists and audience
Can
be the artists in “real life” situations eg warming up, talking, fooling around
Often
includes lots of close ups of the artist and there can be particular visual
style that goes with the artist (a
motif) eg particular clothing, actions, props,
type of images.
Often
the artist can appear to perform in an unusual place - all lip-synched eg a field, a rooftop
nVisually
stylish – ‘artistic’ mise-en-scene
n
Cutting related to the rhythm of the music
n
Intercutting between performance and images or story
n
Experimental use of camera/editing (hand held camera, distortion of colours)
n
Often break the rules of continuity editing.
Can use lots of jump cuts
nLots
of use of digital effects
What is the theme or aim of my
music video? representation of young women on a night out
Who will this appeal to? teenagers who listen to RNB and hiphop, (16-24)
How can I make it appeal to this
group? the type of music in the background, take shots of things that happen at an all girls house party for teenagers, ie drinks, cars, dancing, socialising,
What do the music/rhythms/genre
suggest? the song is upbeat and so generates a fun party environment
How can I link
music/lyrics/images? make the pace of the music correlate with the performance, lip sync
3) Project schedule: when will you film and edit this production?
During the holidays or maybe during the week before. Should have filmed by the end of the holidays.
During the holidays or maybe during the week before. Should have filmed by the end of the holidays.
4) Script - see the BBC Writers' Room for advice/script formatting. If you're making a music video, you'll want to write a treatment instead. This is an example treatment that I provided for GCSE Media students studying this topic.
treatment:
scene 1: Car scene, shot from out side car coming in,
girls in the car applying make up, confidently dancing, laughing,
Then they come out of the car, one by one in a very assertive and stylish way. and walk into house
(slow and then suddenly fast pace)
Scene 2: In the house, in the living room, messing about dancing and lip syncing the song, drinks in hand and laughing. zooming in the bodies, zooming in the props, clothing ect. low angle shots of individuals
Scene 3: in the kitchen
Scene 4: on stairs
5) Storyboard -
7) Mise-en-scene: casting details, location scouting with photographs, props, costume and make-up, lighting.
Clothing: revealing/tight clothing ,
props: party make up done,
Lighting: high key lighting, or normal house lighting to set atmosphere and setting.
Location: in the house different areas of the house, in the car
people: Ashmita, Sophia, Dhruvina, Sarease, Charlotte, Shad, Harsimrat, Rabia
Clothing: revealing/tight clothing ,
props: party make up done,
Lighting: high key lighting, or normal house lighting to set atmosphere and setting.
Location: in the house different areas of the house, in the car
people: Ashmita, Sophia, Dhruvina, Sarease, Charlotte, Shad, Harsimrat, Rabia
Monday 25 January 2016
Pliminary- shot list/s story board
Time of shot in the video
|
Seconds of shot
|
What happening in the shot
|
image
|
00:15 to 00:16
|
2
|
Medium shot of below knees,
walking towards station (tracking shot)
|
|
00:17 to 00:18
|
2
|
Shot of board of taxi
waiting area
|
|
00:19 to 00:20
|
2
|
Again shot below knees
(tracking shot)
|
|
00:21 to 00:22
|
2
|
Shot of circular window
with camera moving backwards
|
|
00:23 to 00:26 closer
|
3
|
Slowly moving in shot of
knees (tracking shot)
|
|
00:26 to 00:27
|
1
|
Trains with lights going
passed fast forwarded
|
|
00:27:28
|
2
|
Interrupted shot of
departure board, train lights and legs
|
|
00:28 to 00:29
|
1
|
Boy rapping half face
covered with hoodie
|
|
00:29 to 00:30
|
1
|
Tottenham hale station icon
and departure board (low angle)
|
|
00:30 to 00:31
|
1
|
Him rapping moving head
back and forth also the shot is a pan
|
|
00:31
|
1
|
Tracking shot, of him
walking into the station, random shot of lights in for split sec thn a carry
on of the shot of him walking
|
|
00:32 to 00:34
|
2
|
00:32Shot from back
00:34 leaning against pole
left and right shots of him rapping, holding hoodie
|
|
00:35
|
1
|
Walking against a white
wall, from the back
|
|
00:35 to 00:37
|
2
|
Walking into the
underground panning shot from left
and right
|
|
00:38
|
1
|
Chip rapping with hands to face
and index finger and thumb out
In the same shot backward
panning of the oyster tapping area.
|
|
00:39
|
1
|
Backward panning shot of
the buggy and disabled sign
Establish the setting
|
|
00:40
|
1
|
Tracking shot of Man
walking towards the oyster machine
|
|
00:41
|
1
|
Pan from right to left of
the information board
|
|
00:42
|
|
Backing away (zooming out)
shot of the disabled and buggy sign on the gate
|
|
00:43
|
1
|
Panning shot from right to
left of the CCTV notice
|
|
00:44
|
1
|
Moving right hand towards
the machine
|
|
Sunday 24 January 2016
MEST4 Preliminary exercise: evaluation
1) Why did you choose this particular recreation and how does it link to your main production?
2) What difficulties did you face in producing this recreation?
It was difficult to try and figure out where the camera man/woman was stood when taking the shot
3) What are the strengths of the production?
I was able to predict quite accurately how the shot was taken and, the location was the exact same, so I could get the correct shots without having to improvise with the shots
4) What aspects would you look to improve?
not asking the train station people whether i could film because the first time i went to record they didn't stop me until i kindly asked for permission -.- joke. Next time i have to remember to actually save my work onto a document before passing the camera onto the next user, so I dont have to record it for a second time.
5) What lessons will you take from this process that will help you with your main production?
6) Now that you are ready to start your actual linked production, explain clearly what you will be creating and how confident you are in delivering this.
im quite confident with creating my own music video because i wont have to recreate anyone else work and am free to be creative.
Because im making a music video on the representation of women I am wither going to subvert or reinforce dominant stereotypes of women in RnB music videos.
Once you have presented your work in class, you need to make sure the production is posted
Wednesday 13 January 2016
linked production brief and preliminary exercise
Writing your own Linked Production brief
Your Critical Investigation topic: representation of women
Your Linked Production brief: music video
Length/size of production: approximately 3 minutes
Give an example of an existing media text this is similar to what you plan to produce:
- Lady Leshurr- Queens Speech
- Saleena Gomez- Good for you
- Geko- Its alright
Give an example of an institution that would produce or distribute your planned production: sbtv/ Link up TV or Youtube
How would your production reach its audience?
through YouTube and Facebook
Who do you plan to work with on this project?
Who do you plan to work with on this project?
just me and a couple of external friends from the school
Preliminary exercise: Recreation task
Name of the text you plan to recreate:
Scene/section you will recreate: 00:15 - 00:45
Location you will use for your recreation:
Preliminary exercise: Recreation task
Name of the text you plan to recreate:
Chip - Bookey [Music Video] | GRM Daily
Scene/section you will recreate: 00:15 - 00:45
Location you will use for your recreation:
tottenham station/north acton station/ southall and northolt station too
Actors you will require for your recreation:
Actors you will require for your recreation:
one boy
Props/costumes you will require for your recreation:
hoodie/air max 90's/ balck jeans
Equipment you plan to use:
Props/costumes you will require for your recreation:
hoodie/air max 90's/ balck jeans
Equipment you plan to use:
camera
tripod
lens
Any other relevant information:
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