gcse music video project

GCSE Media Studies 2008 to 2009 Spring Scheme of Learning for 6 week project: 5th Jan – 11th Feb ‘09

Year Group: GCSE Media Group A Unit: Production Work 6 week project

Aims: The Final Major Project should encourage candidates to:a. foster a critical understanding of a range of media texts and the ways in which they are read and understood by different audiences;b. develop a critical awareness of media representations of individuals, groups and issues;c. develop an understanding of the relationship between media industries/institutions/technologies (including ICT), products andaudiences;d. encourage an awareness of the debates surrounding the role of the media, and its industries, in contemporary society;e. enable candidates to explore and represent their own ideas and experiences by developing practical production skills in one or more media.

Objectives:The scheme of assessment requires candidates to demonstrate their ability to:6.1 Knowledge and understanding (A01)a. use media terminology appropriately to describe theoretical concepts and production techniques;b. demonstrate a knowledge of mass media organisations, their structures including new technologies, output, the working practices and constraints under which they produce texts;c. be aware of the impact of mass media on people’s lives and the formation of social attitudes.

6.2 Analysis and interpretation (AO2)a. analyse and evaluate a range of media texts, their distinctive forms and conventions, including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

6.3 Production skills (AO3)a. use practical skills to create, individually or as a group, a media production, demonstrating creativity and initiative in using available resources;b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production tasks such as recording, editing and design.

Students current attainment/Previous Knowledge:Students have completed all Section A production work. Students have used Windows Movie Maker to edit their Advertising montage, however very few will have used Adobe Premiere. Some may have set up lighting as part of GCSE English & Drama. All students have experienced music videos and some will be aware of the forms and conventions of the music video and the differences in forms and conventions based of genre characteristics. Resources required:

Internet & Blogs Sony Digital Camcorders; Adobe Premiere Edit suite.

Weeklesson

Content and learning objectives

Skills developed Teaching and Learning methods/Lesson structureWhat will students do?

Assessment Resources

5th Jan ‘091.

Set production task; analysis into existing products; inspirations/ideas, audience research.T introduces how to analyse music videos by using Goodwins points. Use any video from youtube to analyse as a whole class.Pairs (possibly production groups)

AO1a. use media terminology appropriately to describe theoretical concepts and production techniques;b. demonstrate a knowledge of mass media organisations, their structures including new technologies, output, the working practices and constraints under which they produce texts;c. be aware of the impact of mass media on people’s lives and the formation of social attitudes

Students will respond to stimulus material – existing music videos; students will watch a range of contemporary music videos from a range of genres and begin to jot down the key forms and conventions;

Students will spot and discuss the forms and conventions and generic conventions found in music videos from the following genres:

Heavy Metal Hip Hop/Rap RnB

Q + A;

Directed questioning;

Review of written work on student blogs.

Paper & pens;

Internet.

choose one artist and video to analyse in class.

AO2 a. analyse and evaluate a range of media texts, their distinctive forms and conventions, including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

Pop (boy band/girl band)

Students use Goodwin’s framework for analysing music videos and apply to one music video of their choice.Early work is uploaded onto blog with embedded You tube music video

Notes:

2. Students introduced to some of the key music video directors and comment on their visual style:Directors studied:Spike Jonze;Hype Williams;Chris Cunningham;


AO2 a. analyse and evaluate a range of media texts, their distinctive forms and conventions,

Students respond to stimulus material from the chosen directors; students decide whether each director has a particular visual or motif that is recurrent in their work; they also decide whether the directors are known for producing music videos for particular artists or for particular musical genres.

Students employ terminology through using Goodwin’s framework of analysis.

Students choose a band and song to make a music video for. Students research the band’s music video output to date.

Q + A;



Internet

including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

Notes:

12th Jan ‘091.

Students introduced to avant-garde and alternative music video directors; they look at the techniques used to decide whether they could employ the techniques in their music video production; students discuss the representation of women in Kris Moyes’ music video for Sia (Buttons)Directors studied:Woof Wan Bau – Acceptable in the 80s


AO2 a. analyse and evaluate a range of media texts, their distinctive forms and conventions,

Students list the main features of the music video and discuss how the directors have played with the forms and conventions of the music video. Students apply Goodwin’s framework to the videos where applicable;Students appraise each video and discuss any features they could incorporate into their own work.

Students do a close study of Kris Moyles’ video for Sia’s track Buttons. Students compare the representation of women in the Sia video with dominant representations of women in music videos (especially Heavy Metal and Hip Hop).

Q + A;



Internet for blogs.

Nima Nourizadeh – Ready for the FloorMike Mills – zZzKris Moyles –Sia sings Buttons

including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

Notes:

2. Students work on Project Four analysis tasks. Students agree individual action plans with the teacher based on their progress to date


AO2 a. analyse and evaluate a range

Learners will reflect on the work they have completed so far for Project Four and action plan with teacher for their outcomes for the session. Students should complete the written analysis and upload work onto the online blog.

Stretch and challenge students will begin their pre-production work for their music video project.

Q + A;



of media texts, their distinctive forms and conventions, including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

19th Jan ‘091.

Students into production groups – begin to write proposal and prepare for a pitch/presentation to the group during Wednesdays class.

AO1a. use media terminology appropriately to describe theoretical concepts and production techniques;b. demonstrate a knowledge of mass media organisations, their structures including new technologies, output, the working practices and constraints under which they produce texts;c. be aware of the impact of

Gather resources both physical and online. Essential resources for the pitch/presentation:

1. Name of the track2. Name of people in group3. Roles & responsibilities of group

members4. A description of how the video

will look – including stylistic influences and existing videos

Q + A;



mass media on people’s lives and the formation of social attitudes

AO2 a. analyse and evaluate a range of media texts, their distinctive forms and conventions, including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;c. explore the relationship between the production of media texts by institutions and their consumption by audiences.

(AO3)a. use practical skills to create, individually or as a group, a media production, demonstrating creativity and initiative in using available resources;b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production tasks such as recording, editing and design.

that have inspired you5. Where you will film (location)6. When you will film

Students research existing music videos and evaluate the production techniques used in the videos; Students plan their original production based on their research notes; students design their presentation that includes You Tube extracts from music videos that have inspired them.

Notes:

2. Students present a short overview of their music video. Students evaluate the presentations given to class and suggest ways to modify their production when necessary.

AO1a. use media terminology appropriately to describe theoretical concepts and production techniques;

AO2 a. analyse and evaluate a range of media texts, their distinctive forms and conventions, including their own media productions;b. consider the implications of media representations of individuals, groups, events and issues;

(AO3)b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production tasks such as recording, editing and design.

Students present their production ideas to the group. Presentations must include the following essential information:

1. Name of the track2. Name of people in group3. Roles & responsibilities of group

members4. A description of how the video will

look – including stylistic influences and existing videos that have inspired you

5. Where you will film (location)6. When you will film

Students must present clips and extracts from You Tube of videos that have inspired them; students must evaluate their production to date and modify their ideas based on the feedback from the group and teacher. Students will then modify their plans based on audience feedback.

Student pitch/presentations;

Q + A;

Directed questioning.

Internet;

Powerpoint (if needed)

Notes:

26th Jan

TV Studio shoot - Health & Safety

6.3 Production skills (AO3)a. use practical skills to create, individually or as a group, a

Students will develop the following skills and demonstrate knowledge of essential

Through observation of

TV Studio in AA08

‘091.

overview and using the production facilities; in groups students perform, film and edit sections for their music video.

media production, demonstrating creativity and initiative in using available resources;b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production tasks such as recording, editing and design.

Health & Safety practises within the TV Studio environment:

1. Health & Safety: Working with lights, trips and hazards, ensuring the camera is attached to the tripod;

2. Learning to use the studio cameras – focusing and zooming;

3. Recording and editing using the TV Studio mixing desk (including a range of transition effects.

practical production work;

Q&A;

Assessed observations

Notes

2. TV Studio shoot - Health & Safety overview and using the production facilities; in groups students perform, film and edit sections for their music video.


Students will develop the following skills and demonstrate knowledge of essential Health & Safety practises within the TV Studio environment:

1. Health & Safety: Working with lights, trips and hazards, ensuring the camera is attached to the tripod;

2. Learning to use the studio cameras – focusing and zooming;

3. Recording and editing using the

Through observation of practical production work;

Q&A;


TV Studio in AA08

TV Studio mixing desk (including a range of transition effects.

Notes:

2nd Feb ‘091.

Post-production editing: Introduction to Adobe Premiere CS3 Part 1.


Students will develop and demonstrate the following skills:

Capturing footage (Mini DV and USB 2.0); opening a new Premiere project (DV PAL Widescreen); importing audio (WAV) files into Adobe Premiere CS3; Drag and dropping MPEGs onto the timeline; using text for titles and credits; cutting footage; using transitions and applying effects.


Q&A;



Edit machines in B33;

DV camcorder;

Firewire;

Sony USB 2.0 camcorder

Notes:

2. Post-production editing: Introduction to Adobe Premiere CS3 Part 2.


Students will further develop and demonstrate the following skills:

Capturing footage (Mini DV and USB 2.0); opening a new Premiere project (DV PAL Widescreen); importing audio (WAV) files into Adobe Premiere CS3; Drag and dropping MPEGs onto the timeline; using text for titles and credits; cutting footage; using transitions and applying effects.

Students will also develop and demonstrate the following skills:

Editing (cutting) to the beat of the track; matching lip-synch; applying effects such as resizing footage; applying filters – Black & White/sepia etc; applying light filters for different effects; adjusting the hue & saturation; colour matching.


Q&A;




DV camcorder;

Firewire;


Notes

9th Feb ‘091.

Post-production editing: Introduction to Adobe Premiere CS3 Part 3

6.3 Production skills (AO3)a. use practical skills to create, individually or as a group, a


Capturing footage (Mini DV and

Through observation of practical


media production, demonstrating creativity and initiative in using available resources;b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production tasks such as recording, editing and design.

USB 2.0); opening a new Premiere project (DV PAL Widescreen); importing audio (WAV) files into Adobe Premiere CS3; Drag and dropping MPEGs onto the timeline; using text for titles and credits; cutting footage; using transitions and applying effects.

Students will also further develop and demonstrate the following skills:


production work;

Q&A;



DV camcorder;

Firewire;


Notes:

2. Post-production editing: Introduction to Adobe Premiere CS3 Part 4

6.3 Production skills (AO3)a. use practical skills to create, individually or as a group, a media production, demonstrating creativity and initiative in using available resources;b. undertake a range of pre-production tasks such as research, scripting and storyboarding, and production


Capturing footage (Mini DV and USB 2.0); opening a new Premiere project (DV PAL Widescreen); importing audio (WAV) files into Adobe Premiere CS3; Drag and dropping MPEGs onto the timeline; using text for


Q&A;



DV camcorder;

Firewire;

tasks such as recording, editing and design

titles and credits; cutting footage; using transitions and applying effects.

Students will also further develop and demonstrate the following skills:


Students will render and export their finished Music Video.



Notes:

gcse music video project

Documents