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Film Industry assessment learner response

1) Type up your feedback in  full  (you don't need to write the mark and grade if you want to keep this confidential). -EBI:-Basic errors and unclear points throughout in the easiest assessment to revise for (only one CSP and one key concept-industries).Some serious work required in future. 2) Read  the mark scheme for this assessment  carefully. Write down the number of marks you achieved for the three questions:  If you   didn't achieve full marks   in a question, write a bullet point on what you may have missed. -1/3; 3/6; 4/9. 3) For  Question 2  on the promotion of  Blinded By The Light , use the mark scheme to identify  at least one  strategy used to promote the film that you  didn't  mention in your answer and  why  it was used. The key lesson from this question was to make  specific  reference to the CSP in your answer and ensure each explanation was  different . -Social Media: blinded by the light could use social media to make the younger generation know about the
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The British film industry: blog tasks

1) Write a one-sentence definition of what makes a film British. -I think that a British film is one that is made with Britain's money and funds, despite the fact that's its cast may or may not be British. 2) What is the difference between a Hollywood production context and production context of a British film? -Most films made by Hollywood studios have high budgets, a heavy reliance on celebrities both in the cast and crew and spectacle driven stories. The British film production context does not have as many clearly defined characteristics. British films can be large budget and high concept. 3) When did the James Bond franchise start? -1960s 4) In terms of film censorship and graphic content, what began to change in British film in the 1970s and 1980s? -In the 1970s, British movies often dealt with censorship, which continued into the 1980s with the banning of "video nasties." In recent decades, the BBFC has worked to connect more with the public by making its guide
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editing and LR

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1) Type up your feedback/comments from your teacher. -Starts brilliantly, good continuity editing moving into the room and the music fits this brilliantly   2) Type up your feedback from fellow students. -Before shooting this I didn't quite understand the 180 rule ,and therefore got it wrong in the video. -Dialogue section is fine in terms of editing but framing of OTS shots leaves a lot of dead space -Towards end you lose the continuity editing with several quite significant continuity errors(characters moving location between shots etc.). This is a great lesson in editing attention to detail. 3) Now reflect on your video. Did you meet the brief and successfully include the three key editing aspects we have learned? WWW: -Great match on action -Fighting scene was great-although there was a bit of a pause  -Good story line-narrative was there -Editing was quite smooth  EBI: -Teacher disappears -Dead space in the over the shoulder shots -A finger was shown in one of the shots -Break
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Index

1- Film & TV Language: Film poster analysis 2 - mis en scene practical task 3- Mise-en-scene recreation: Learner response  4- Mise-en-scene analytical task  5- lighting  6- sound practical task  7- Cinematography practical task 8- cinematography analysis 9- cinematography lr 10- Editing video task      and LR
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cinematography analysis

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1) Write an analysis of the cinematography in the opening sequence.   Highlight  y our use of media language and try to cover camera shots, angles and movement using the terminology we have learned in lessons.  -Friends season 3 opening scene  Friends - Opening Season 3 (youtube.com)   -In the beginning of Friends, they use establishing shots to show where the characters are and what they're doing. Medium shots zoom in on each character, so we can see their personalities and how they act in the show. 2) How does the camerawork give the audience clues about the setting, narrative and character? -In Friends, how the camera is used is really important. Different angles during conversations show which character is more important. When two friends are talking about something crucial, the camera slowly zooms in to let the audience know it's a big deal, making them listen carefully to what's being said. Secondly, find and analyse  one  film or TV still image. Add the image to your
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Cinematography practical task and LR

cinematography - YouTube   1) Type up your feedback/comments from your teacher. -This is quite a long way from meeting the brief-only 30 seconds and most of the labels were  incorrect -Without a subject/person in the video pretty much every shot was a long shot.it may have made more sense to focus on camera movement instead(which was much better) -Revise the camera shots and  terminology 2) Type up your feedback from fellow students. -WWW: -camera shots were labelled correctly -good editing -good fit of music -good hand held shots EBI: -it was 31 seconds instead of a minute long -missing a person -high and low angle were wrong(opposite) -repeated use of medium shot most shots were panning 3) Now reflect on your work and write your own summary of the comments and feedback you have received. Write  three  WWWs and  three  EBIs. -WWW: -Good use of music for the video -good editing -EBI: -I should have used a person so that the shots would be correct  -Should have done one minute video -Do
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film and tv language index

1- Film & TV Language: Film poster analysis 2 - mis en scene practical task 3- Mise-en-scene recreation: Learner response  4- lighting  5- sound practical task  6- Cinematography practical task 7- cinematography lr
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