Pre-production

 1) Script

2) Shot list

Once you have a full script you are happy with, you can turn it into a shot list containing EVERY shot you plan to film for your TV drama AND additional shots to create flexibility when editing. You'll know from your preliminary exercise that missing a shot, continuity errors or not having enough material makes editing much more difficult. A good shot list will help you avoid this. In particular, make sure you plan lots of extra shots that you may not need but can help you with editing. These additional shots are often close-ups, cutaways, alternative angles or similar. I advise using a simple table on Google Docs to set out your shot list - you can find an example here for a student film shot list. It makes sense to write your shot list by scene or location (like in the example linked) rather than a huge list of every shot in the extract in chronological order. 

3) Mise-en-scene

Costume: One character in school uniform to represent a school kid and another in a monster costume holding a wooden stick as a prop

Lighting / time of day: Graveyard scene at night to seem more suspenseful along with river scene whereas the forest scene will be in the day

Actors - casting, placement, movement: 

Make-up and hair: N/A

Props: Green potion in a jar with glow sticks to look enchanting

Setting: Set in a graveyard to begin and then moves to a river which then goes into a forest too

4) Shooting schedule 

I will be using my preliminary exercise and adding one more scene as it already consists of 2 characters and locations then i will continue the story to a teleportation to a graveyard at night which will be around 5pm to not be too dark for good lighting.  

Plan a shooting schedule for your filming over the next two weeks. Include when, where, who is required and what shots you will complete at each time/location. Again, this can be on Google Docs or Sheets or you could simply use your blog. The most important thing is that you've planned it!

Paper 1 assessment learner response

1) Type up your feedback in full (you do not need to write mark/grade if you do not wish to).

Total = 24 Grade = 5

WWW - There are plenty of solid answers here (and Q3 on narrative is very good) but overall I think this needs to be a useful lesson in the depth of knowledge and analysis required for a 7+ grade.

EBI - Focus on unseen Q and the Tatler Q on social/cultural contexts. These 12 mark questions will be vital for a 7+ grade and currently you are outside the top two levels. See the mark scheme for more on this .

2) Look at the mark scheme for this assessment. For Question 2 (12 mark unseen) use the indicative content in the mark scheme to identify three points that you could have referred to in your answer.

• Upper case and bold – connotations of the important, powerful message of the image and copy. 
• Body stance / position connotes that the subject is ready to face and overcome any opponent.
• The text is positioned over the top of the tyre to signify the challenge and create synergy between the image and the message in the text.

3) For Question 3 (Galaxy - narrative features) use the mark scheme to write down the main narrative theories and how we can link them to the Galaxy advert CSP. 

• There is disequilibrium at the start when the village is associated with chaos (fruit falling, bus stopping, people shouting). This is juxtaposed with the calm, heroic persona that the audience encounters when they meet Hepburn and, when the new equilibrium is restored at the end, the sweeping vista suggests endless possibilities /traditional happy ending at the closure of the narrative. 
• The use of locations in the narrative suggests a version of reality for the audience: Italian Riviera has connotations of romance, upper class and the old Hollywood era is evoked, suggesting the luxurious nature of the chocolate and reinforcing the ‘silk, not cotton’ message.

4) Now look at Question 4 - Tatler and social/cultural contexts. Use the mark scheme to identify three points you could have made in your answer here.

Serif font for title connotes formality, high class and how well

• established the magazine is (Britain’s oldest magazine).
• Use of green colour scheme (fresh and new) with white text (style, class, sophistication).
• Recent cultural events referenced in cover lines – ‘See EU later’ references Brexit while ‘Love in the time of Corona’ reflects Covid pandemic. Suggests that wealthy British people want to know the latest news and current affairs.

5) On Section B, focus on Question 7 - film industry and Black Widow. Use the mark scheme to identify three ways Black Widow was marketed to its audience.

• The importance of the Marvel franchise and the overall Marvel Cinematic Universe (MCU)
• The use of trailers, teasers and social media to build up excitement and word-of- mouth long before release.
• The use of traditional film marketing techniques: trailers, film posters, red-carpet premieres, interviews with stars and director etc.

6) Finally, write down three things you are going to work on before your next mock exam in December (e.g. time management; revising CSPs etc.)

Revise CSPs (Tatler, Black Widow, Galaxy, OMO, His Dark Materials)

Preliminary exercise learner response

 1) Type up your teacher's feedback in full plus a summary of the comments you received from other students in the class. If you've received your feedback via email, you can simply cut and paste it from the email into your blog.

• wow - this is stunning! Brilliant chase scene both in terms of camera shots and editing. Place is excellent.
• One question in terms of genre/costume: is this more horror than fantasy? This could be a tricky one!
• The effects are brilliant - simple but perfectly executed using editing and sound.
• The ending sets it up perfectly to continue but we may need to discuss the costume and how we will write about it in the statement of intent.

2) Using a combination of your own reflection on the preliminary exercise and the feedback you were given, write three WWW bullet points (What Went Well) and three EBI bullet points (Even Better If) for your preliminary exercise. 

WWW:

•  Great editing and special effects good use of music and sfx
•  Great story line and acting 
• Camera movement and angles are also very impressive

EBI:

• The panning shot at 00:18 is slightly off as there is no space in front of the character which makes him come slightly out of frame
• Perhaps costume may come across as fantasy and instead horror genre 
• 
  

3) What have you learned from the preliminary exercise that will help you in the actual coursework project? List three things you have learned or will do differently as a result of this exercise. You may want to comment on organisation, actors, filming, editing or something else entirely but be specific.

I've learnt the process of filming and editing and mainly how taking many different shots is a great way to get a wider variety of shots from different angles to quicken editing when wanting to add tension to the narrative

Coursework preliminary exercise

1) Write a 100 word statement of intent explaining what you are going to make for your preliminary exercise.

I plan to make a 45-second film scene named 'prophecies'. This will be a fantasy adventure about a young teenage boy who has mysterious powers. 

Statement of intent: 100 words explaining what you plan to make. 

This scene will be the moment the boy is grabbed by a strange looking old man to which he runs away from. The old man (wizard) then freezes him and catches up then explains that he has powers and is the incarnation of the first wizard.

The boy will be dressed in a casual tracksuit whereas the man will be wearing a weird cape with over grown hair holding a stick. The encounter will be in an estate but will then be chased into a forest where he will then be struck by the wizards magic and they will have a short conversation I will film the whole chase several times and use a variety of camera shots and movements - particularly wide shots and low-angle medium shots - so I can create a fast-paced, dramatic chase when editing. There will be a low, tense non-diegetic soundtrack playing behind the conversation to add atmosphere to the scene.

2) Write a script for your preliminary exercise on your blog. This needs to include stage directions AND dialogue. To see how a TV drama script is presented, and to look at professional examples, check out the BBC Writers' Room and click on Script Library.

Wizard: (grabs boy arm aggressively)

Boy: (pulls away from the wizard and distances himself)

Wizard: (goes towards the boy once more)

Boy: (feels as if he should run away and starts running)

Wizard:(chases after the boy)

Boy: (sprints through forest)

Wizard: (bangs his stick) chanting the words 'frozen conjugation'

Boy: (he is then frozen on the spot as he is running)

Wizard: (grabs the boy again then snaps his fingers to unfreeze him)

Boy: (aggressively) WHO ARE YOU AND HOW DID YOU DO THAT?!

Wizard: Come with me and I shall explain it all

The wizard then grabs the boys arm and they both vanish into thin air.

3) Casting: Who will be in your preliminary exercise scene?

I will be filming with friends and family with roughly 3 people.

4) Plan your locations: Where you will film your preliminary exercise? (You can film off-site if you wish to do this for homework - this is what we would strongly recommend). Important note: You CANNOT take any students out of any other lessons OR disturb any other lessons in the school. If you wish to film in-school then you will need to film with Mr Harrison supervising or after school with a Media teacher present. 

 I am planning to do this offsite on a bridleway due the green foliage and scenery around.

5) Write your shot list: every shot you plan to film. This needs to be far MORE shots than you will actually use in the final edited version - plan extra angles, close-ups, long shots and more.

• Extreme long shot
• Long shot
• Mid-shot or medium shot
• Close-up
• Extreme close-up
• High-angle
• Low angle

Summer Project: coursework planning

 1) Research: Fantasy TV drama extracts

Watch the following fantasy TV drama clips and write an NCIS analysis of each one.

Clip 1: His Dark Materials

Narrative and genre: What is the story here? How is the narrative communicated to the audience? How does this fit the fantasy genre? 

James McAvoy and Ruth Wilson have a conflict. Ruth commands James to ascend to the throne and claims the witch and insect will revere him. Ruth doesn't want to accept James when he contends that he gave up looking for Lyra and is fighting since the authorities is lying.  

Technical codes: What camera shots do you notice and what do they communicate to the audience? How is sound used to create atmosphere? What aspects of mise-en-scene (CLAMPS) help to communicate meaning to the audience?

The few camera views that are employed in this scene include a track/dolly shot that follows Mrs. Coulter at the beginning of the scene. Other shots utilized during the sequence include a wide shot, a medium wide shot, and a medium close-up/close-up. The audience is made aware of this by both the diegetic sound of their echoed voices and the non-diegetic sound of the climax build during Lord Ariel's monologue, which settles and fades into an orchestra of trumpets. 

Representations: What representations can you find in this clip - does it reinforce or subvert stereotypes? How? 

There is a representation included that reinforces male stereotypes that men are dominantly in power and women are weak as she softens her voice to seem more feminine and inferior.

Clip 2: Charmed

Narrative and genre: What is the story here? How is the narrative communicated to the audience? How does this fit the fantasy genre? 

The story is about three sisters discover that they are descendants of a line of female witches and that they are destined to fight against the forces of evil, using their combined power of witchcraft.

Technical codes: What camera shots do you notice and what do they communicate to the audience? How is sound used to create atmosphere? What aspects of mise-en-scene (CLAMPS) help to communicate meaning to the audience?

A thunderstorm breaks open through a door and then transforms into a demon with powers which are unrealistic elements to reality. 

Representations: What representations can you find in this clip - does it reinforce or subvert stereotypes? How? 

In the moment, the man doesn't pay attention to the lady when she tries to tell him something; instead, he ignores her and keeps speculating about potential outcomes. This supports the assumption that males don't pay attention to women's ideas and consistently reject them. 

Clip 3: Shadow and Bone

Narrative and genre: What is the story here? How is the narrative communicated to the audience? How does this fit the fantasy genre? 

In this story, the man is attempting to determine whether the woman is a prophecy that has come to pass. The man who keeps asking her, "Are you the Sun-Summoner?" and "When did you get tested?" conveys this story to the viewers. This suits the fantasy subgenre since it raises a lot of questions and keeps the audience interested in the story.

Technical codes: What camera shots do you notice and what do they communicate to the audience? How is sound used to create atmosphere? What aspects of mise-en-scene (CLAMPS) help to communicate meaning to the audience?

The over-the-shoulder view taken at 2.03 demonstrates Alina's fear. The man's low angle at 2.08 demonstrates his dominance and control over the map woman. Because he is slowly approaching telling the truth, the man's movements start to become strained as he gets closer. More tension is produced by the strong music.

Representations: What representations can you find in this clip - does it reinforce or subvert stereotypes? How? 

The representation of men have to save and protect women is a reinforced stereotype as men are expected to save women from any harm and protect them. Another representation that is reinforced is that the man has more power over the woman. This is because she does whatever he tells her to do.

2) TV drama planning 

Title: A chase through time

Logline – one sentence that sums up the plot of your TV drama and hooks people in (25 words or fewer):

When Stanley goes for his usual morning run he stumbles upon something which is about to change the whole timeline.

Other successful TV dramas are similar to yours:

• The Flash
• 2067
• The Adam Project

Narrative – what is the main storyline in your TV drama:

Stanley is an average man who usually goes for a run whereas this time it isnt as usual as he is chased by an anonymous man who ends up being him but in the future which when he catches up to him explains how he got trapped in this timeline and has to stop stanley from time travelling to save himself.

Genre – how will your TV drama fit the fantasy genre?

Stanley is able to time travel magically using his thoughts as he has powers like a meta human.

Narrative disruption – what will happen in your scene to develop the narrative? What will the audience learn about the characters or story?

Stanley realises he is being followed and therefore decides to start speeding up and then starts getting chased

 Information about the two locations/settings that you are using and why you have chosen them:

The story will start off in a bedroom as Stanley gets up and then will move around the house as he gets ready. 

The story will then move into a pathway where Stanley will be going for his jog

Information about the main character e.g. character type (hero/heroine) their desires, the conflicts they encounter etc.:

Stanley lives a repetitive boring life and follows the same routine daily and so is very shocked to see things he has never experienced before

Costume/props that you require for filming:

a dark cape and a mask along with an all black clothing 

shorts and a t-shirt for Stanley to wear whilst running along with some trainers and a bottle of water

How you are aiming your product at the specified family target audience:

I am aiming this to an audience of a family however of older teenage kids perhaps 10 and above by adding a lot of action and special effects and music

3) Statement of Intent

On the same Summer Project blog post, write the rough first draft of your genuine 300-word Statement of Intent for the two-minute sequence you plan to create. The final draft of this document will be submitted to the exam board alongside your fantasy TV drama extract and is worth 10 marks of the overall 60 marks available.

This story is focused on drama fantasy and adventure with a fair share of action the story also has a small fraction of sci-fi as the story line is based on time travelling. This will be a short film roughly 2 minutes in duration aimed at an audience of family with children 10+ making it suitable for both teens and children as well as adults. The story commences in a mans bedroom as he wakes up he then goes on to get ready for the day he then goes for his morning run where he is then chased by an unknown masked character which then leads to a chase in the forest which is then stopped by a closed off gate where they confront one another and the main character finds out the character chasing him is his future self.

Radio: KISS FM Breakfast show CSP

Audience

1) What is KISS FM's mission?

By reaching them wherever, whenever, however they want which informs both our editorial policy and our commercial strategy.

2) What is the target audience for KISS FM? As well as writing the key statistics from the media pack, try and suggest what psychographic groups would fit the KISS audience too.

The KISS audience is a 15-34, 60/40 Female to Male split and united by their love of music and the cool stuff they’re into right now. Our audience is predominantly urban, but increasingly national with 65% now living outside London.

3) The KISS network. How does KISS use digital media and technology to reach its audience? 

From social timelines to YouTube, live events and on- demand streaming on apps, KISS connects with its audience through a multi- platform strategy of presenting content around the music they love and the things they’re into, wherever, whenever and however they want it.

4) Now look at the other side of page 5. What content do KISS Fresh and KISSTORY offer and how can audiences access those stations?  

KISS FRESH is where you’ll find exclusive first plays of the biggest track from some of the hottest artists and  producers in the industry.

KISSSTORY spins the very best Old Skool and Anthems from R’n’B, Dance, Garage and Hip Hop, expect to hear tracks from Beyonce, Eric Prydz, Jay-Z, Artful Dodger and Sean Paul in big shows from Pandora, Wideboys, Majestic and Justin Wilkes.

5) What are the different ways audiences can actively engage with the KISS radio brand? 

App, Radio, Online and attending various of their Live Events

6) Are listeners to the KISS Breakfast show active or passive? You can argue this point either way - explain your opinion in your answer.

Listeners can send in requests or shout outs to friends via social media platforms (KISS FM are particularly active across Instagram, Snapchat and TikTok).

7) Now think about the clips you've watched or listened to of the KISS FM Breakfast show with Jordan and Perri. What audience pleasures are offered by the KISS FM Breakfast show? Use Bulmer and Katz Uses and Gratifications theory here.

Personal identity: Style of music or the hosts 

Social integration: App, Shoutouts, Events, Social media

Entertainment and diversion: escape from normal life

8) How have audiences changed in terms of how they listen to music and radio since the 1960s?

There is a wider range of music to listen to and now this is available on demand

9) How does the KISS FM Breakfast show contrast with Tony Blackburn's 1967 Radio 1 Breakfast show and the launch of BBC Radio 1?

The type of media is overall a lot more modern and advanced in social value.

10) Use Stuart Hall's Reception theory to offer a preferred and oppositional reading of the KISS FM Breakfast show. For the preferred reading, why do fans love the show? On the oppositional side, why might someone criticize the show or not want to listen?

Preferred: they play mainstream music which appeals to a lot of people

Oppositional: they don't offer anything for people with niche music taste

Industry

1) When did KISS FM first launch and what type of station was it then? 

Kiss FM first broadcast on 7 October 1985 as a pirate radio station, initially to South London then across the whole city. 

2) Look at the Bauer Media Group's list of brands. How many different types of media can you find on there? What brands do you recognize? 

89 media brands from which I recognize a couple such as Absolute Radio, Kiss FM, Magic and West FM 

3) How does KISS FM make money? 

KISS FM makes money through advertising, sponsorship and events (such as summer festivals and the Wembley Arena Halloween party).

4) How many listeners does the KISS Breakfast show have and how has this changed in recent years?

The KISS FM Breakfast show is one of the most popular slots for the radio station so losing around one million listeners over the last few years means Bauer Media cannot make as much money from the KISS brand as it used to.

5) How is KISS FM regulated and what can happen if they break the rules?

KISS FM is regulated by Ofcom. This means the KISS FM Breakfast show must follow the Ofcom broadcasting code and not include anything inappropriate for children or younger listeners. They could receive fines

Radio 1 Launch CSP: blog tasks

Historical, social and cultural contexts

1) What radio stations were offered by the BBC before 1967?

BBC Radio, Home BBC Radio Light and BBC Third

2) How was BBC radio reorganized in September 1967? What were the new stations that launched?

The radio provision in the mid-1960s was:

• BBC Radio Home (1939-1967) broadcasting education programmed and news. Mainly speech-based. Replaced by Radio 4.
• BBC Radio Light (1945-1967) broadcasting mainly light entertainment (comedy / drama) and music. Replaced by Radio 2.
• BBC Third (1946-1970) broadcasting intellectual arts-based talk and music. Replaced by Radio 3.

3) What was pirate radio and why was it popular?

‘Pop’ music was becoming more popular and attitudes in young people were becoming more relaxed.  There was clearly a need for a radio outlet for this music with a less formal presentation style; but there was nothing on the BBC. This led to the growth of ‘pirate’ radio stations who could produce these shows for young people, but were beyond the control of regulators.

4) Why did pirate radio stop broadcasting in 1967?

The 1967 the Marine Broadcasting Offences Act officially outlawed pirate radio stations. The Government had closed the legal loophole that allowed these stations to broadcast.

5) How did the BBC attract young audiences to Radio 1 after pirate radio stations were closed down?

Many of the pirate station DJs were then employed by BBC Radio 1, thus bringing many of the their loyal listeners with them.

6) What was 'needle time' and why was it a problem for BBC Radio?

There were concerns that too much music on the radio would mean that people would no longer buy records, so the  Musicians' Union and Phonographic Performance Limited (a music licensing company) restricted the amount of recorded music that could be transmitted by the BBC during the course of any 24-hour period. This was called ‘Needle Time’ and in 1967 meant they could only play five hours of music per day. Pirate stations did not have these restrictions imposed on them because the law was difficult to apply offshore - and so could play more music. They were, therefore, more popular with young people than the BBC.

7) How did BBC Radio 1 offer different content to previous BBC radio stations?

When BBC Radio reorganized their stations they offered different content which was very different to their previous stations.

8) Who was the first presenter for BBC Radio 1 and why did these new Radio 1 DJs cause upset initially at the traditional BBC?

The first presenter for BBC Radio 1 was Tony Blackburn. The new Radio 1 DJs caused such upset because they came from pirate radio stations and brought they're own style which was cultivated in pirate radio stations  to BBC Radio.

9) Listen to excerpts from the Tony Blackburn's first 1967 broadcast - how might it have appealed to young listeners?

Non-stop pop music all day attracted many teenagers.

10) What conventions did Tony Blackburn's radio show borrow from pirate radio - which made it very different to previous BBC radio content?

He hired entertaining DJs who had no rules or regulation so they could essentially do as they please to entertain the audience whereas the BBC which stands for traditional and moral value is heavily regulated.

Audience and industry

1) What was the target audience for BBC Radio 1 in 1967?

The Radio 1 target audience in 1967 was young people who were listening to pirate radio.

2) Why did Radio 1 initially struggle to attract young listeners?

When first launched in 1967, Radio 1 was not as popular as the BBC had hoped. There were a number of reasons why Radio 1 was not a success initially:

• It was not seen as ‘cool’ by many young people as the BBC stood for traditional, conservative values.

• It struggled financially as there was no increase in the license fee to pay for this extra radio station.

• Whilst Radio 1 tried to copy the pirate radio’s style, it didn’t quite do it effectively initially as it broadcast simultaneously with Radio 2 – so it had to have a more formal style than the pirate broadcasters.  Some young people didn’t respond positively to this.

3) What audience pleasures did Radio 1 offer listeners in 1967? (Use Blumer and Katz Uses and Gratifications theory).

Diversion/Entertainment, Information/Surveillance, Personal relationship and Personal identity 

4) How is the BBC funded?

 the BBC is funded through the compulsory license fee £159 now; it was around £4 a year in the 1960s.

5) Applying Stuart Hall's Reception theory, what would the preferred and oppositional readings have been for BBC Radio 1 in 1967? 

The preferred reading for BBC Radio 1 in 1967 is "cool" and full of range however it's oppositional reading is "uncool" and too patriotic.