Skill Concept/question:
|
Student name: Olivia Middleton
MEG: Working at Grade:
|
List examples of RMT referenced:
1. Prelim -
2. AS – Kerrang!
3. AS – NME
4. A2 – Saw, I spit on your grave, Texas Chainsaw Massacre
5. A2 – Hills have eyes, Knock Knock
|
List terminology words:
Semiotics, low lighting, scream queen, antagonist, protagonist, masthead, dominant image, boost, cover lines, sub-genre, planning, research, editing, J-horror, re imagining, final girl, tag line, house style, theme, genre, male gaze, active, passive.
|
Level
|
Description
|
Ref no
|
Grade
|
Agree?
|
Level 1:
|
Outlines, defines or describes conventions/digital technology/research & planning/post production with little reference to own production, and is under 250 words (1 side handwritten A4)
|
U
|
yes
| |
Level 2 lower:
|
Introduces and describes 2-3 relevant examples of their work across the 2 years using some correct terminology
|
E
|
yes
| |
Level 2 mid:
|
Provides some examples but inconsistently and/or lacks comparison
|
E/D-
|
yes
| |
Level 2 higher:
|
Describes the development of relevant skills using 3 examples across the 2 years and gives some comments on why they are conventions/their purpose/influence on creativity with some reference to own production
|
D
|
yes
| |
Level 3 lower:
|
The essay uses paragraphs and full sentences, there are minimal errors in grammar or spelling and addresses the question (ie Use, challenge, develop/influence on creativity/understanding of conventions) and refers to examples of RMT
|
C-
|
yes
| |
Level 3 lower:
|
Gives specific textual examples from own production (ie colours) and applies to examples of RMT. Gives some explanation of purpose/use of/function/influence on
|
C
|
yes
| |
Level 3 mid:
|
Explains critically how the skill is relevant to their own production and how this skill has developed over the 2 years to address the question
|
C/B-
|
yes
| |
Level 3 higher:
|
Compares a 4-5 key examples from significant productions with RMT to explain how their skills and level of understanding has improved
|
B
|
no
| |
Level 3 higher:
|
Compares a 4-5 key examples from significant productions with RMT to explain how their skills and level of understanding has improved to show progression
|
B+
|
no
|
Level 4:
|
Critically evaluates the extent that they have progressed over the 2 years with 4-5 key examples, fully explaining the significance on their production work and referring to influences of RMT/Technologies etc. May bring in ideas of Post-modernism
|
A-
|
no
| |
Level 4:
|
Confidently justifies argument with detailed textual examples from the production and conventions of existing media/creative possibilities that technologies creates. May justify themselves as a Post-modern practitioner
|
A
|
no
| |
Level 4:
|
There are no or minimal grammatical or spelling errors and terminology is used confidently, regularly and correctly
|
A+
|
no
|
What are the 3 priority targets to secure the grade or move to a higher level
| |
1. Explanation, analysis, argument
|
Using PEA or PEE to correctly structure my essays in order to make them clear.
|
2. Use of examples
|
Use examples to show that I understand and can see when something has been used in a real media text.
|
3. Use of terminology
|
Use more terminology and key words to show the examiner that I understand in detail the basis of what we have been learning.
|
Comments
Post a Comment