Dear Moderator,
please use the links on the right to access each candidate's portfolio of evidence.
With very best wishes,
The Media Department
The Latymer School
12540
Friday, May 22, 2015
Thursday, September 27, 2012
Wednesday, August 31, 2011
How do you consume music?
When? do you have a daily music routine? Is some music more suitable at a certain time of day than another?
Where? clubs, bedroom, gigs, car?
Who with? do you share your music or is it an individual experience?
How? radio, computer, ipod, tv, live, dancing, homework, getting ready ie doing other things - background wallpaper
Why? What are the pleasures associated with music consumption? What does it offer the audience and what needs does it gratify?
escapism
create mood - romance, melancholy, upbeat
cheer you up
get you in the mood to go out
add atmosphere to a gathering
help you sleep
distraction
companionship - driving, travelling
shared experiences, social
Where? clubs, bedroom, gigs, car?
Who with? do you share your music or is it an individual experience?
How? radio, computer, ipod, tv, live, dancing, homework, getting ready ie doing other things - background wallpaper
Why? What are the pleasures associated with music consumption? What does it offer the audience and what needs does it gratify?
escapism
create mood - romance, melancholy, upbeat
cheer you up
get you in the mood to go out
add atmosphere to a gathering
help you sleep
distraction
companionship - driving, travelling
shared experiences, social
How is this work relevant to your project?
Understanding audiences is crucial
Recognising who the audience is for your track/video
Recognising their needs and tailoring your productions to them
Awareness of the role of constructing an identity, visuals and persona - this is appealing and needs to connect with the audience
Recognition that the audience needs to connect emotionally with your video/song
- humour, pathos, shock value etc
Recognising who the audience is for your track/video
Recognising their needs and tailoring your productions to them
Awareness of the role of constructing an identity, visuals and persona - this is appealing and needs to connect with the audience
Recognition that the audience needs to connect emotionally with your video/song
- humour, pathos, shock value etc
Influences on music consumption
Friends, being part of the crowd
Parents, siblings, cousins
Easily accessible music
Music packaged to appeal to kids - NOW CDs, TOTP
This changes as you get older
Lyrics become more important
Develop own tastes - more independent
Either become broader more open minded or more specialist
will take more risks with music
more global
prepared to try out the unfamiliar
Parents, siblings, cousins
Easily accessible music
Music packaged to appeal to kids - NOW CDs, TOTP
This changes as you get older
Lyrics become more important
Develop own tastes - more independent
Either become broader more open minded or more specialist
will take more risks with music
more global
prepared to try out the unfamiliar
Reasons for choices
Positive associations and memories
People and places - who you are with and where you where at the time
Moods and atmosphere
Celebrations
Summer
Holidays
Festivals
Live gigs
Top of the pops
Now compilations
School disco
School trips
Primary school
Ownership of CD, and where you bought it
spending own money
films
Repetition of track - radio, ipod, clubs
Visuals - the band, the look, the performance
Tastes in music - like the sound
Recognition, awareness, changing tastes, wider influences
Message or significant lyrics
keepin it real - something that feels real and close to you
music that makes you think and feel
role models - want to be them or be with them
Some gendered reasons eg
Dressing up, learning dance routines, sleepovers (girls)
Sports coverage, creativity - own music production, learning guitar etc (boys)
People and places - who you are with and where you where at the time
Moods and atmosphere
Celebrations
Summer
Holidays
Festivals
Live gigs
Top of the pops
Now compilations
School disco
School trips
Primary school
Ownership of CD, and where you bought it
spending own money
films
Repetition of track - radio, ipod, clubs
Visuals - the band, the look, the performance
Tastes in music - like the sound
Recognition, awareness, changing tastes, wider influences
Message or significant lyrics
keepin it real - something that feels real and close to you
music that makes you think and feel
role models - want to be them or be with them
Some gendered reasons eg
Dressing up, learning dance routines, sleepovers (girls)
Sports coverage, creativity - own music production, learning guitar etc (boys)
Tuesday, August 30, 2011
CONSIDERATION OF AUDIENCE (R+P)
Take your track selection one stage further by developing your ideas on the audience for this kind of music. Answer the following questions:
1. How would you describe the target audience for this kind of music? Is there a core and secondary audience?
2. How would you describe the tastes and attitudes of the target audience? What other media do are they likely to consume? Outline their media consumption profile
3. What function/pleasures does this kind of music serve to its audience (uses and gratifications)?
4. Music fans often use music to help them construct their own cultural and visual identity – do/ how do fans of your artist or band do this?
5. How/ when/ where is this kind of music consumed?
1. How would you describe the target audience for this kind of music? Is there a core and secondary audience?
2. How would you describe the tastes and attitudes of the target audience? What other media do are they likely to consume? Outline their media consumption profile
3. What function/pleasures does this kind of music serve to its audience (uses and gratifications)?
4. Music fans often use music to help them construct their own cultural and visual identity – do/ how do fans of your artist or band do this?
5. How/ when/ where is this kind of music consumed?
ADVICE ON TRACK SELECTION
Start researching and thinking about potential tracks you could use for your music video as soon as possible. You need to apply the following selection criteria when you are considering potential tracks:
- no mainstream chart hits of this decade
- the track must be identifiable by its genre/sub genre
- it must be something that will inspire the imaginations of all group members
- it must be something that will give you the scope to show off techniques expected at A2 Level 4
- copyright issues need to be considered
- the track must be suitable for a school-based project and must be suitable for mainstream broadcast
so do not consider tracks that contain drug references, swearing, sexually aggressive language etc
Narrow down your ideas, and post suitable tracks to your blog with a brief explanation of your choice
- no mainstream chart hits of this decade
- the track must be identifiable by its genre/sub genre
- it must be something that will inspire the imaginations of all group members
- it must be something that will give you the scope to show off techniques expected at A2 Level 4
- copyright issues need to be considered
- the track must be suitable for a school-based project and must be suitable for mainstream broadcast
so do not consider tracks that contain drug references, swearing, sexually aggressive language etc
Narrow down your ideas, and post suitable tracks to your blog with a brief explanation of your choice
PLAGIARISM
The rules on plagiarism of coursework are quite clear; anyone found guilty of plagiarising anyone else's work will be disqualified from entry to this unit by the school. The exam board will be informed of our decision, and are likely to uphold it.
This ruling relates to all work entered as coursework including research, planning, ideas, notes etc on your blog.
Definition of plagiarism: passing off someone else's work as your own, including work that has been altered to make it look as if it is yours. This could include the work belonging to someone else at Latymer in your group, class, year group, or another year group. It could also include the work of a student from another school, or a media analyst who publishes their work in any format.
BE WARNED!!! There will be no 2nd chances when it comes to proven plagiarism.
This ruling relates to all work entered as coursework including research, planning, ideas, notes etc on your blog.
Definition of plagiarism: passing off someone else's work as your own, including work that has been altered to make it look as if it is yours. This could include the work belonging to someone else at Latymer in your group, class, year group, or another year group. It could also include the work of a student from another school, or a media analyst who publishes their work in any format.
BE WARNED!!! There will be no 2nd chances when it comes to proven plagiarism.
Subscribe to:
Posts (Atom)