Instead of making storyboards for our extracts of making a music video, we were set the task of making an animatic to show what shots are used and when the shots are changed. However as my drawing is very very poor, I decided to printscreen certain shots in the video and put them together to make an animatic. Hope you enjoy it :)
Although I am not doing a music video for my set brief, I still feel that an animatic is a good idea to express your ideas on a storyboard. I plan to do an animatic for the story board of my documentary.
Tuesday, July 13, 2010
Tuesday, July 6, 2010
Animatic Storyboards
Animatic storyboards are simplified mock-ups of storyboards. These give an idea of how the scene will look and give a proper feeling of the motion and timing. They are a series of images that are displayed in sequence and are edited together. To test whether the sound and images work well together in an animatic, a rough dialogue or soundtrack is added. The sound is usually taken from a rough storyboard.
Doing this allows the directors and animators to work out screenplay, shot list, camera positioning and any timing issues that may exist when using the current storyboard. The storyboard and soundtrack are amended so that a new animatic can be produced until the final storyboard is perfected.
Doing this allows the directors and animators to work out screenplay, shot list, camera positioning and any timing issues that may exist when using the current storyboard. The storyboard and soundtrack are amended so that a new animatic can be produced until the final storyboard is perfected.
Storyboards & Animatic from Genius Film on Vimeo.
Saturday, July 3, 2010
Menu of Set Briefs
When centres choose from these set briefs for candidates, they should be guided by their strengths in terms of resources and expertise. Centres should also bear in mind the key areas: forms and conventions, production contexts, the role of technologies, audiences/users and representations. Further details on the briefs for this unit will be available in Guidance Notes.
To avoid excessive overlap with AS briefs and to ensure an appropriate level of demand as a step up from AS, the following form the menu of set tasks at A2. All briefs require the production of three media products, one major piece and two ancillary products. The menu allows candidates to work in just two media, or to explore three different media.
To avoid excessive overlap with AS briefs and to ensure an appropriate level of demand as a step up from AS, the following form the menu of set tasks at A2. All briefs require the production of three media products, one major piece and two ancillary products. The menu allows candidates to work in just two media, or to explore three different media.
Suggested Resources
As noted above, centres should be wary of embarking on offering this specification without adequate equipment, software and staff training. Candidates entering production coursework for this specification will be at a serious disadvantage if teachers are unable to provide training for them in the use of the particular software and technology. They will be at a further disadvantage if there is insufficient technology for them to use. The minimum resourcing requirements for the delivery of the media portfolio units are suggested as being:
Digital technology suitable for the construction of media texts within the briefs set.
Digital technology suitable for the presentation of research, planning and evaluation of the text produced.
Suitable Internet access for research and where necessary presentation of student work
Digital technology suitable for the construction of media texts within the briefs set.
Digital technology suitable for the presentation of research, planning and evaluation of the text produced.
Suitable Internet access for research and where necessary presentation of student work
Advanced Portfolio In Media
The purpose of this unit is firstly to assess candidates’ ability to plan and construct media products using appropriate technical and creative skills (AO3); secondly to assess candidates’ application of knowledge and understanding in evaluating their own work, showing how meanings and responses are created (AO2); and finally to assess candidates’ ability to undertake, apply and present appropriate research (AO4). The unit requires candidates to engage with contemporary media technologies, giving them the opportunity to develop their own skills in these technologies. It also enables them to develop the skills of presentation that are required for further study at higher levels and in the workplace.
This is a coursework unit. Centres must set the brief from the menu below, though they may define more precise details in negotiation with candidates. From this brief, candidates will produce:
a media portfolio, comprising a main and ancillary texts;
a presentation of their research, planning and evaluation in electronic format(s).
The media portfolio will be produced through a combination of two or more of the following media:
Video
Print
Web-based
Audio
Games software
Each candidate will evaluate and reflect upon the creative process and their experience of it. Candidates will evaluate their work electronically, this evaluation being guided by the set of key questions below. This evaluation may be done collectively for a group production or individually. Examples of suitable formats for the evaluation are:
A podcast
DVD extras
A blog
A powerpoint
In all cases, candidates should be discouraged from seeing the evaluation as simply a written essay and the potential of the format chosen should be exploited through the use of images, audio, video and links to online resources. Marks should be supported by teacher comments and may be supported by other forms such as audio or videotaped presentations.
Production work for the main text in the Advanced Portfolio may be in the same medium as AS work (in order to allow for the development of skills within a particular medium) or a different medium (in order to allow for breadth of experience of different media forms). The ancillary tasks will ensure that all candidates have the opportunity to explore a different medium at some point in their production work.
The production element and presentation of research, planning and evaluation may be individual or group work (maximum group size is four candidates). Where candidates have worked in a group, the evidence for assessment may be presented collectively but centres will still assess candidates on an individual basis for their contribution to aspects of the work, from planning, research and production to evaluation.
Though there is no formal individual essay component for this unit, in the G325 examination, candidates will be asked to write about the work undertaken from this unit and from the AS coursework unit. It is therefore recommended that candidates undertake some form of written reflection as practice for the exam.
G324 is marked and internally standardised by the centre and marks are submitted to OCR by a specified date, a sample is then selected for external moderation. The unit is marked out of a total of 100 marks: 20 marks for the planning and research and its presentation; 60 marks for the construction; 20 marks for the evaluation.
In the evaluation the following questions must be answered:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How effective is the combination of your main product and ancillary texts?
What have you learned from your audience feedback?
How did you use media technologies in the construction and research, planning and evaluation stages?
Ideas for the format for the presentation of the evaluation can be found in the Guidance Notes.
This is a coursework unit. Centres must set the brief from the menu below, though they may define more precise details in negotiation with candidates. From this brief, candidates will produce:
a media portfolio, comprising a main and ancillary texts;
a presentation of their research, planning and evaluation in electronic format(s).
The media portfolio will be produced through a combination of two or more of the following media:
Video
Web-based
Audio
Games software
Each candidate will evaluate and reflect upon the creative process and their experience of it. Candidates will evaluate their work electronically, this evaluation being guided by the set of key questions below. This evaluation may be done collectively for a group production or individually. Examples of suitable formats for the evaluation are:
A podcast
DVD extras
A blog
A powerpoint
In all cases, candidates should be discouraged from seeing the evaluation as simply a written essay and the potential of the format chosen should be exploited through the use of images, audio, video and links to online resources. Marks should be supported by teacher comments and may be supported by other forms such as audio or videotaped presentations.
Production work for the main text in the Advanced Portfolio may be in the same medium as AS work (in order to allow for the development of skills within a particular medium) or a different medium (in order to allow for breadth of experience of different media forms). The ancillary tasks will ensure that all candidates have the opportunity to explore a different medium at some point in their production work.
The production element and presentation of research, planning and evaluation may be individual or group work (maximum group size is four candidates). Where candidates have worked in a group, the evidence for assessment may be presented collectively but centres will still assess candidates on an individual basis for their contribution to aspects of the work, from planning, research and production to evaluation.
Though there is no formal individual essay component for this unit, in the G325 examination, candidates will be asked to write about the work undertaken from this unit and from the AS coursework unit. It is therefore recommended that candidates undertake some form of written reflection as practice for the exam.
G324 is marked and internally standardised by the centre and marks are submitted to OCR by a specified date, a sample is then selected for external moderation. The unit is marked out of a total of 100 marks: 20 marks for the planning and research and its presentation; 60 marks for the construction; 20 marks for the evaluation.
In the evaluation the following questions must be answered:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How effective is the combination of your main product and ancillary texts?
What have you learned from your audience feedback?
How did you use media technologies in the construction and research, planning and evaluation stages?
Ideas for the format for the presentation of the evaluation can be found in the Guidance Notes.
Assessment Criteria
Film/Television/Video
Level 1
Work likely to be unfinished.
There is evidence of minimal ability in the creative use of any of the following technical skills:
the ability to hold a shot steady;
framing a shot appropriately;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
using sound with images and editing appropriately.
Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction.
Level 2
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set.
Where a candidate has worked in a group, a basic contribution to construction is evident.
Level 3
The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set.
Where a candidate has worked in a group, a proficient contribution to construction is evident.
Level 4
The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
using sound with images and editing appropriately for the task.
Where a candidate has worked in a group, an excellent contribution to construction is evident.
Level 1
Work likely to be unfinished.
There is evidence of minimal ability in the creative use of any of the following technical skills:
the ability to hold a shot steady;
framing a shot appropriately;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
using sound with images and editing appropriately.
Where a candidate has worked in a group, there is only minimal evidence of a contribution to construction.
Level 2
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set.
Where a candidate has worked in a group, a basic contribution to construction is evident.
Level 3
The candidate is expected to demonstrate proficiency in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set.
Where a candidate has worked in a group, a proficient contribution to construction is evident.
Level 4
The candidate is expected to demonstrate excellence in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions, captions and other effects selectively and appropriately;
using sound with images and editing appropriately for the task.
Where a candidate has worked in a group, an excellent contribution to construction is evident.
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