Unit G324Advanced Portfolio

2010-1121st June 2010 - 18th March 2011

A promotional package for the release of an album for an unsigned British band or artist, to include the following: music promo video; cover for its release as part of a

digipak(CD/DVD package); magazine advertisement for the

digipak(CD/DVD package).

Written Component Planning video

and print productions

Research into potential target audience, focusing on how audiences consume music & popular culture

Research into an aspect of the music industry.

Construction 2-4 minute music

promo video

cover for the album release as part of a digipak

magazine advertisement promoting the digipak/ artist/ band.

Written component.Evaluation:

4 compulsory questions must be answered in electronic format.

20 marksStudents assessed individually

60 marksVideo: Group assessment if students working in a group.Print Productions:

Individually assessed

20 marksStudents assessed individually

Weighting: 50% of A2 Grade; 25% of total A Level mark.

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Contents Page numbers

Title Page 1 Department policy re productions 2 Five key media concepts & Goodwin’s theory 3 Ditto 4 Blog Labels, assessment details, planning music video 5 Construction of music video the shoot and edit 6 Construction of print production CDCover/digipak 7 Construction of magazine advertisement & blog

entries for print productions 8 Research into target audience 9 Research into an aspect of the music industry 10 Evaluation: responding to 4 compulsory questions 11 Suggested working pattern for students 12 Deadlines 13

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IMPORTANT

Material

The band must be British and unsigned at the point of planning. The policy of the Media Studies Department is that tutors must agree

the band or artist that students identify for promotion. If tutors consider a band or artist unsuitable then students must search for another. In the past students who have ignored this advice have consistently achieved poor marks. Lead singers must be audible over the band; the beat and or lyrics must offer plenty of imaginative/visual ideas that audiences can read.

Students are not permitted to promote their own band. It is advisable to do some of your shoot over summer holidays.

Teams

The music video may be planned, shot & edited in groups of no more than 4 Students may choose to work on their own. The course tutor will agree groups.

Note: Print productions are an individual effort though groups may have a distinct brand style. There needs to be a visual, thematic or generic link between video and print productions

Media Theory:

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All aspects of research, planning, the productions and the evaluation must draw upon the 5 key concepts and media theories encountered throughout the course.

Five Key Media Concepts

1. Media Forms and conventions – In moving image references all visual and aural elements within a mise-en-scene; in print productions references conventions of layout and design including integration of illustration and written text. This concept focuses on how media texts are composed, structured and organised according to a variety of narrative forms and conventions; that genre is a dynamic form identified by visual and aural signifiers which in the music video include elements of mise- en-scene, editing, camera shots, generic characters, narrative, inter-textuality;

Reading media texts allows for personal and critical/academic interpretations and responses to the languages and categories in each medium. This refers to student research into real media productions and audience response to their own productions.

For higher marks references in video and print productions, and in planning and research, should reflect understanding the purpose and effect of the following theories:

Theory of Narrative Aspects of post-modernism Utilising or challenging generic forms and conventions Goodwin’s theory of music video (see below)

Failure to academically and or creatively engage with media forms and conventions will have a negative effect on grades.

2. Media Representations – of gender, cultural groups, place, ideologies (values & beliefs) and to include realistic, accurate and truthful representations using critical and analytical tools in the deconstruction/analysis of all media texts (including researched texts and own media texts) Students should be able to identify and discuss negative messages communicated by crude stereotyping (gender, race, culture, age, disability) in real media productions and in their own productions.

Differentiation : All students should be able to identify and either describe, analyse

and explain explicit/crude representations of particular stereotypes whilst illustrating points with textual examples.

Most students should be able to identify, analyse and interpret the messages communicated by stereotyping; most students should be able to make references to Laura Mulvey’s theory of The Male Gaze and illustrate points with close references to textual examples.

Some students will be able to understand the historical and cultural reasons for stereotyping particular social groups and its purpose; some students may also make reference to the gaze theory and critically discuss its relevance to audiences.

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A few students (with close references to texts and research) will be able identify and explain the way a media text communicates particular ideological attitudes and values and explain in detail how a text communicates either a traditional/conservative, progressive, or revolutionary/radical ideology.

3. Media Audiences all media texts have intended audiences; students should explore the diverse constituency of audiences; how audiences interpret media texts according to their own contexts, and the plurality of those responses; how audiences’ expectations and use for media texts can vary; how audiences consume texts. All students should be able to understand and explain how all media

texts target a specific audience demographic; evaluate how audiences consume music.

Most students should be able to identify and explain with close references to the text how a media production targets a specific audiences; Some students with close reference to research be able to explain in

detail the demographic of a target audience and how specific audiences consume similar media texts and aspects of popular culture

A few students (with close reference to research) should be able to understand and explain how texts target either niche, art house, or mainstream audiences to market other products.

4. Media Insitutions: the structure and influence of media institutions; in this case the influence on marketing, and outlet (television, ipods, CD players, internet, games consoles, magazines, retail). For higher marks students should understand and explain how media institutions are agents of political and cultural influences.

5. Technology : The role new technologies play in the planning, construction, post production, marketing, and audience consumption, audience feedback.

Reminder: Goodwin’s music video analysis – a useful reference point.

Andrew Goodwin writing in ‘Dancing in the Distraction Factory’ (Routledge 1992)

1. Music videos demonstrate genre characteristics (e.g. stage performance in metal video, dance routine for boy/girl band). 2. There is a relationship between lyrics and visuals (either illustrative, amplifying, contradicting). 3. There is a relationship between music and visuals (either illustrative, amplifying, contradicting). 4. The demands of the record label will include the need for lots of close ups of the artist and the artist may develop motifs which recur across their work (a visual style). 5. There is frequently reference to notion of looking (screens within screens, telescopes, etc) and particularly voyeuristic treatment of the female body. 6. There is often intertextual reference (to films, tv programmes, other music videos etc).

How to set out your blog for Unit G324; Labels are as follows:

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Planning music video Planning digipak cover (to include examples of real digipak covers

that influence production) Planning advertisement for digipak; (to include a small case study on

a specific magazine which would be appropriate to place the advertisement; also examples of real advertisements advertising a digipak / release of an album

Research into potential target audience Research into aspects of the music industry Evaluation

ASSESSMENT All elements of research and planning are marked individually and

based on blog entries, and tutor observations of student commitment during the planning, shooting and editing process.

Tutors must explicitly explain to OCR external examiners how marks are awarded for all elements of course work. All written work must be in student’s own words. Any quotes from other sources must be highlighted and referenced. Information from websites is for student research and does not contribute to marks.

The video production (shoot and edit) is given a group mark but this mark is based on strength of how individual students have contributed to the shoot and edit. Marks are deducted from individual students who have been consistently absent, unreliable, uncooperative (within the group) during the construction process. If students have any group problems they must voice their concerns to their tutor, confidentiality is taken into account should the circumstances be awkward.

Planning Music Video: (Students may choose to draw story boards, costume, props and other objects and scan them into their blogs.) To include

Storyboards to include all primary elements of mise-en-scene to include colour/lighting,, camera angles, synchronisation of image with sound/lyrics/beat. . Storyboards need to strongly reflect your technical understanding of film language within a mise-en-scene., e.g. camera angles and movement, sound,, editing transitions etc

Organisation of time and equipment and shooting schedule Use of actors, (casting) Settings/locations, costumes, make up, objects and props . Individual responsibilities EVALUATION planning ideas, particularly how your plans have been

informed by some of the following: research into similar music videos, films, t.v. texts, aspects of the news, audience research. Intertextual references in written work and or productions strongly strengthen grades.

Technical requirements, note down type of camera and editing software.

Deadline: Week beginning 20th September 2010

Music Video- The shoot and edit

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Students must not include any found images in music video, all footage must be original. Videos should reflect research in that confidence with genre and real output is evident The music video is not judged on the music but on the following:

THE SHOOT (Detailed planning is vital) end of June – 1st November 2010 Creative/imaginative quality of all aspects of mise-en-scene to include

utilisation or subversion of generic codes and conventions and deliberate inter-textual references to other media texts or contemporary British debates relating for example to a political movement or fashion or aspects of youth culture or popular culture.

Steady shots Composition of mise-en-scene to reference or challenge generic conventions. Variety of mise-en-scene Variety of camera angles and movement Utilisation of Britishness in mise-en-scene. Quality of sound. Use of special effects (only utilised if appropriate). Some students utilise

animation. Appeal to primary target audience, either mainstream or niche. If using live footage of band a variety of camera angles and movement are

important e.g close-ups of artists or instruments, zooms, low angle shots to signify status, pans of the band., pans of the audience if appropriate. Out takes of the band if students can access them.

EDITING: This is where the art of film or video is evident and takes most time. Synchronisation of sound and movement Editing that is generic, jump cuts are associated with the medium though cross

fades or fades to black are important, but the type of editing utilised must be appropriate to genre and lyrics and beat!

Deadlines:The shoot 1st November 2010The edit 10th December 2010

Marks are not only awarded for quality of music video but also for commitment to planning, contribution to the shoot and to the

edit. Tutors will closely monitor this.

Print Productions :

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Deadlines for print productions: Friday 21st January 2011: All planning & research for both print productions completed on blog for asst.Friday 11th February 2011: Submission of both print productions.

Very important: Planning and research of print productions needs to be as

detailed as that for the music video with ideas evaluated in note form.

It is important that any scanned written text is readable. It is important that composition and design make an impact

use old ideas (if appropriate). Students must not use any found images in print

productions.

1) Digipak(CD/DVD package this is not group work but groups could utilise a specific brand style. Each student must submit this artefact.

Students are advised to email tutors to get immediate feedback on design ideas. This is important. Rejected ideas need to be included in planning aspect of blog with comments about why design not submitted.

It is important that this production has a professional finish and looks like a real product. It is strongly advisable to design front and back covers, some students include inserts about the artist/band

Measurements, the finished product must fit neatly into any casing casing. Rough work that is ill fitting loses marks.

It is advisable that the product links generically or visually to the music video and should endeavour to feature the artists or mock-up artists as this is part of a strong promotional campaign where the purpose is to establish a fan base and thus the fans need to recognise the artist/band members.

Stills from the music video can be utilised. The impact of design and composition is important. Originality is rewarded if

appropriate and polished. Graphics and text should be well integrated. Slogan “The Short Cuts – The Best British band since The Beatles;

“Gentleman’s Walk” Norwich band to storm charts..or something much better.. Name of band/artist and album needs to be clearly readable. Institutional information need to be included, price, any information about

special offer, slogan, and details of company band/artist is signed up to. If possible to include aspect of Britishness. Avoid stereotyping any social group, for example demeaning representations

of gender or race or age, though irony if intelligent and appropriate is rewarded.

2) Magazine advertisement for the digipak (CD/DVD) package:

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(No smaller than A5 and no larger than A3 size. It would be advisable to design an A4 advertisement. It is important that the design makes an impact.)

Each student must submit this artefact. All images must be original and constructed by the student. Copies of unprocessed/ un-manipulated original pictures/ images must be included on blog. All the advice for the digipak re: elements of design, composition and marketing of the artist/s, are also relevant to the assessment of this production.

Students need to identify which appropriate magazine the advertisement would be printed in. Examples: Specialist music or film magazine, life style magazine, Radio Times or similar magazine.

Students need to research aspects of the magazine through a case study and identify the demographic target audience.

Students may wish to identify whether the advertisement should be placed near the beginning, the middle or back page of the magazine.

Date album released and where product can be accessed Details of where music can be accessed, i.e. website information very

important for establishing a fan base and to find out tour dates etc. Details of cost of album or any special deals. Any other information that would strongly promote the band.

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B LOG ENTRIES FOR PRINT PRODUCTIONS

Digipak : Research into real productions needs to be evaluated. This should include images and discussion; Planning should reflect the development of your ideas. Any abandoned ideas need to be justified.

Magazine Advertisement : Research: A case study on specific magazine/s which would appropriately host the advertisements would be advisable focusing on target audience; copies of similar advertisements to include their source; evaluation why this particular magazine would be appropriate to place your advertisement. Planning should reflect the development of your ideas. Any abandoned ideas need to be justified

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RESEARCH INTO THE POTENTIAL TARGET AUDIENCE through qualitative or quantitative research or remote research on the internet.

Written commentary should include: 1) Research method/s explained. 2) Demographics of focus group/s to include how many interviewed, details of gender, age, occupation and media interests. 3) Purpose of research; 4) For qualitative research explain where interview carried out, day, time of day and any variables that my have influences outcome; 5) Evaluation of graphs or other diagrammatical forms to be evaluated.6) Demographic profile of potential target audience must be included (age,

gender, occupation, social glass, media interests,) Students are advised to include whether the audience for their productions is mainstream, niche, alternative, art house etc. The profile must be related to research.

Quantitative Research Design and give out a number questionnaires to either a random or selected group of who you expect will be the target audience (try to have equal male and female) how they consume music and other aspects of popular culture.

This can also be done on the internet via social networking sites or via email. You can set a survey on you blog using the gadgets function and then invite friends to complete. http://www.surveymonkey.com/ is useful as well

Qualitative Research Interview 1-3 interviewees of potential target audience with more in depth questions about how they consume music and other aspects of popular culture. Interview an employee of a music retail store ask questions about which genres are popular, how bands are marketed and the status of British bands with customers. You may also have access to a member of a signed or unsigned band and may wish to interview this person about performance, touring, stresses and strains and place of British bands in the British or world market.

EvaluationTo be supported with an evaluation of results using graphs or other diagrammatical forms and a written summary/commentary explaining what the research revealed about the way music/popular is consumed by your participants. Students may wish to include the usefulness of their methodology.whether the audience for the video production is mainstream, niche, art house, or underground/alternative.

Deadline 22nd October 2010

Independent research into existing media practice through case studies with reference to comparable texts.

Advice: Try to get this started over the summer holidays. Research must be linked in some way to the artist/band students are promoting. About 1000-2000 words with graphics if appropriate. Any information off the

internet must not be included unless briefly quoted in commentary. The discussion must be written up in your own words, any quotes must be referenced

It is important that research is linked to productions either generically or thematically, or linked to similar artists or bands.

Information off websites or biographical details about artists and are not part of coursework mark, thus should not be included.

Task 1: Analysis of Music Video Productions (One at least must be British) To achieve a satisfactory pass students are expected to analyse a minimum of 2 music videos. Students can include graphics in their analysis.For highly proficient level some students may wish to analyse two music videos (one male/female or mixed band) and compare how gender is represented.For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd music video from another culture and include a comparison of how cultural identity is represented.

Deadline Thursday 1st July for 1 and Thursday 8th for second (Assessed Hard copies can be scanned into blog or embedded via Slideshare/Googledocs)

Task 2 : Analysis of CD/Digipak & magazine advertisement promoting band All students must produce an analysis of CD/digipak cover and magazine advertisement.For highly proficient level some students may wish to analyse two digipak/CD covers (one male/female or mixed band) and compare how gender is represented.For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd print production from another culture to include a comparison of how cultural identity is represented.Students can include images.Submission week beginning 6th September 2010 (Assessed Hard copies can be scanned into blog or embedded via Slideshare/Googledocs).

Task 3: Case Studies – Independent research into an aspect of the Music IndustrySuggested topics: The Norwich/local Music Scene – researching unsigned British bands in Norwich, to

include performance, venues, problems of getting signed, messages and values in music. How they represent aspects of contemporary Britain. Or researching the ups and downs of a local unsigned band.

Researching aspects of summer music festivals: audience, performance, ratio of British bands to bands from USA, representation of gender & race in play lists.

A Case Study on MTV or other television music channel and its audience. The importance of radio in the promotion of British new artists/bands. This could

include researching radio schedules and listening to radio programmes that focus on unsigned artists. Information could focus on the ratio of male and female artist, artists from ethnic minorities and genres. Also quotes from DJ’s would be useful to support points.

How TV talent shows (for example Britain’s Got Talent) reflect cultural identity and market Britain to international audiences.

Deadline week beginning 27th September 2010.

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EVALUATION: Deadline week beginning 1 March 2011

In the evaluation the following questions must be answered: (points should be illustrated with utilisation of graphics/images).

In what ways does your media product use, develop or challenge forms and conventions of real media products? (Music video: compare aspects of mise-en-scene of your production with a minimum of 2 music videos of a similar genre; CD/digpak cover & magazine advertisement: compare aspects of illustrations and text with similar generic productions.

How effective is the combination of your main product with ancillary texts? (Explain how effectively you have combined visual aspects of your music video with the print productions. Focus on how you have utilised a particular brand style).

What have you learned from your audience feedback? (Objectively evaluate feedback on all 3 productions, explaining research method and demographic of participants).

How did you use media technologies in the construction and research, planning and evaluation stages? Guidance as follows:

1. Blog : Explain how you used the blog to record all aspects of research and planning for all 3 productions.

2. Music Video: explain what camera and any lighting, sound, equipment you used for shooting the music video, if appropriate explain the technologies you used for special effects; explain editing software you used in post production to include any specific effects, for example cross dissolve, fade to black, slow motion, jump cuts etc).

3. Print Productions: Explain what software you used for both productions to include any special effects like cropping or manipulation of image. Also explain (if appropriate) how you technically utilised any stills from the music video or any of your own photographs to include what stills camera you used. If you drew your own graphics then explain how you transferred these onto your production.

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Advised working homework pattern Unit G324

June – July 2010

Search for unsigned British band Complete analysis of music videos Start planning video production Start audience research Start research into an aspect of the music industry.

Summer holidays

Some students may wish to develop research into audience and into an aspect of the music industry; take stills of locations and possible performers for music video, if students complete rough draft of planning they are strongly advised to shoot raw footage for music video.

September

Planning music video Research into an aspect of the music industry Research into audience Shooting music video

October Research into audience Shooting music video For those that have completed the shoot, editing music

videoNov/Dec 2010

Editing music video

Commence planning print productionsJan '11 Complete analysis of CD cover/digipak

Complete analysis of magazine advertisement Planning print productions Preparing for mock examinations

February Commence evaluating audience feedback Commence evaluation (responding to 4 compulsory

questions)March Complete evaluation

Complete all blog entries regarding Advanced Portfolio Unit G324

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DEADLINES Year 13 Coursework 2010-11

Task Deadline

Summer Term 2010Analysis of music videos 8th July 2010Students who complete draft planning of music video can submit for tutor monitoring.

Week beginning 12th July 2010

Autumn Term 2010 Week beginning:Planning Music Video for submission 20/09/10Research into an aspect of music industry 27/09/10Research into potential target audience 22/10/10Complete shoot of music video 01/11/10Complete edit of music video 10/12/10

Spring Term 2011 Week beginning

Mock exam/A2 Jan examinations period 03/01/11Complete planning/research for print productions

21/01/11

Submission of print productions 11/02/11Beginning of student evaluation period of music videos and print productions.

14/02/11

End of student evaluation period of music video and print productions

28/02/11

Submission of evaluation 01/03/11 Final Submission of all elements of

coursework for internal moderation. Complete all blog entries for planning,

research and evaluation.

15/03/11

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