Assessment criteria for evaluation

Level 3 12–15 marks

Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.

Proficient skill in the use of digital technology or ICT in the evaluation
　

Level 4 16–20 marks

Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
Excellent skill in the use of digital technology or ICT in the evaluation

Asessment criteria for research and planning

There is proficient research into similar products and a potential target audience.
There is proficient organisation of actors, locations, costumes or props.
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
There is a good level of care in the presentation of the research and planning
Time management is good.
　

Level 4 16–20 marks

There is excellent research into similar products and a potential target audience.
There is excellent organisation of actors, locations, costumes or props.
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
There is an excellent level of care in the presentation of the research and planning
Time management is excellent.

Level 3 12–15 marks

Assessment criteria for our video

There is evidence of proficiency in the creative use of many 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 and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
　

• using titles appropriately.

Level 4 48–60 marks

There is evidence of 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 and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately.

Level 3 36–47 marks

Roles Within Our Group

I'll be focusing on the use of diegetic and non-diegetic sound that could be used in our opening title sequence. This will include the soundtrack, sound effects and dialogue. Exploring with 'foley tracks' is also a possiblity.

Laura will be handling the mise en scene, deciding on what the characters will be wearing, the props that will be used, lighting possibilities and the location.

Anastasiya will sort out editing, choosing visual effects and transitions that signify or tie in with the film noir genre.