Assessment 1A

 ASSESSMENT 1A - GBHS MEDIA STUDIES A LEVEL Marksheet

Name: Ami Kimber      Date:29th October 2018                                                   Mark:54/100

AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence
AO2 Apply knowledge and understanding of the theoretical framework of media to:
Analyse media products/Evaluate academic theories/ Make judgements and draw conclusions
Level 3
57+
A/B
• A comprehensive response to the set question
• Comprehensive and accurate knowledge and understanding
• Convincing, perceptive and accurate analysis
• Convincing, perceptive and accurate evaluation
• Highly developed and accomplished judgements and conclusions
The response demonstrates a highly developed and detailed line of reasoning which is coherent and logically structured. The information presented is entirely relevant and substantiated.
Level 2
40-56
C/D
• An adequate response to the set question
• Adequate and generally accurate knowledge and understanding
• Adequate and generally successful analysis
• Adequate and generally successful evaluation
• Adequate and generally well-reasoned judgements and conclusions
The response demonstrates a line of reasoning with some structure. The information presented is in the most part relevant and supported by some evidence.
Level 1
Up to 40
D/U
• A minimal response to the set question
• Minimal application of knowledge and understanding
• Analysis is minimal and/or largely descriptive and may not be relevant
• Evaluation is minimal or brief, and is likely to be largely descriptive
• Judgements and conclusions, if present, are minimal with limited support

Information presented is basic and may be ambiguous or unstructured. The information is supported by limited evidence.
Student DIRT Task

Identify a strength or strengths in your assessment:
A strength of mine is talking about media language and symbolic meanings behind it I got near to full marks on every question (Q1=18/20 Q2=6/10 Q3=8/10). When talking about symbolism and looking in depth into details I was able to find good meanings and justify why they meant that. 

What are the areas you need to improve?
 I need to improve my knowledge on the theorists and Steve Neale to answer question 4 and 5 better with more depth and detail about them and their views. This would help me answer more questions with accurate detail  overall making my answers a lot better as this was the part i struggled with the most. To revise all the theorists i would make flashcards for each one including necessary facts and information. This would help me quiz myself on all theorists.   

What do you need to focus on for your next assessment?
I need to focus on answering question 2 and 3 in a bit more detail to get more marks and make sure i know all the background information for question 4 and 5 to get more marks.

REFUEL advert

Our advert is: Sports drinks for women over 50.
Starting notes for our advert:
> Netball courts
> Teachers playing netball?
> Drink - close up of it to see the label
> Louis = making the music for the advert
> Show product at the end of the advert as well as throughout
> Light blue and lime green logo
> Regan (me) shooting = young teacher
> Natural lighting = outside
> People doing exercise/moving in the background (blurred) with the product next to a netball (in focus) - low angle
> Teacher wearing darker clothes and when it switches to Regan, brighter clothes are worn to show youth
> "Be young, be free, be healthy!" = slogan


EVALUATION: The task that we were given was to create an advert based on a sports drink for women over 50. The name of our brand was REFUEL. We tried to sell the product by showing an older woman holding the product and then turning into a younger and quicker woman. I worked with Maisie, Regan and Ami. Filming was mainly on Ami as we were using her camera and iPad. Planning was all of us but I came up with the general idea for the advert. Maisie and I both did some research for the advert. Ami made the logo with her iPad for our sports drink. I dedicated herself as the "director" and Maisie got a lot of the props included in the advert.

We planned our filming by focusing firstly on the easier and shorter shots. For example, we started by filming Mrs Cooper as she is a teacher and has a busy schedule so we based a lot of the filming around when she was free as well as all of us. We planned our advert the first day we found out what it would be based on and we developed the ideas as time went on. Initially, we were going to make a harder advert to film however, we didn't have a lot of time to complete the advert so we had to change our plans.
Our sequence wasn't as successful as we originally thought but we had to change everything based around what we had and how long we had to do it. What went well was our different ideas about the camera angles. movements and shots throughout the advert. Also, we managed well to incorporate everyone in the group into the visual aspect of the advert.
However, we could have worked a lot quicker in the organisation and preparation of the advert as we were discussing everything longer than we spent filming.
From this task ,we have learnt teamwork skills and how to handle everyone's different perspectives and opinions on certain things. Our communication improved the longer we spent on our advert and we did have to compromise quite a lot due to different hurdles during the production.
In future products, what we have learnt from this will be useful as we can plan a lot quicker and dedicate more time to the actual filming and editing of the advert. Communication is very important and so now having the extra knowledge that we didn't have before, we will be able to make a more successful advert. 

TV Drama

Fruitella advert

What went well: I feel that a lot in this process went very well this is because we worked very well as a team getting the correct angles and trying our best to make it as accurate as possible. it was also fun using what w could a makeshift our scenes.
Even better if: It would've been even better if certain angles were more precise but we did the best we could to get as accurate as possible.

Media industry

The media industry can be defined as a varied collection of organisations that share the production, publication and distribution of media texts. Examples of media organisations include:
BBC
Disney
News Corp
Nintendo
Marvel
The Guardian

Media texts can be used to inform, entertain, or promote ideas or products.
Traditional media’ or ‘old media’ are the names given to the industries that existed before the internet, like radio, print and television. New media is on-demand content accessed via the internet through digital devices, such as personal computers and smartphones.
For example, on a smartphone, tablet, or laptop you can listen to the radio or download music, surf the internet, watch videos, read newspapers and magazines, and participate in social media.
Popular social media sites like Twitter and Facebook are drivers of media convergence as they allow audiences to post links to a variety of media texts that they want to share.

Industry glossary

1. brand identity
   The image a company constructs for itself through the use of logos, slogans and other marketing tools in order to appeal to an audience.
2. cross-platform
   The appearance of a media text on more than one platform; cross-platform or cross-media advertising is used to market a product like a film on the web, TV and newspapers.
3. endorsement
   The act of supporting or backing something; celebrity endorsement is often used in advertising to sell a product.
4. ethos
   The purpose, attitude and beliefs of a person or an organisation.
5. media convergence
   When audiences use one platform to consume various types of media texts.
6. media format
   A media format refers to whether the content is video, audio, print based, or a combination such as a website or video game.
7. media platform
   A media platform is where a media text is presented; this can be TV, cinema, computer, games console, digital media player, smartphone, tablet, magazine, or newspaper
8. media text
   Any media product such as a TV programme, film, magazine, video game, newspaper, music track or album created for an audience.
9. niche audience
   A small, narrow audience interested in a specific topic or theme - the opposite of a mass market audience.
10. public service broadcasting
    Public service broadcasting is for the benefit of the public and not just for profit or commercial gain; the BBC is a public service broadcaster in the UK.
11. smartphone
    A mobile phone with a powerful processor that is capable of running applications and accessing the internet. 
12. tablet
    A computer device a little smaller than a laptop but with a built-in touchscreen, usually without a keyboard.