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Unit G324
Advanced Portfolio
2010-11
21st June 2010 - 18th March 2011
A promotional package for the release of an
album for an unsigned British band or artist,
to include the following:
•music promo video;
•cover for its release as part of a digipak(CD/
DVD package);
•magazine advertisement for the
digipak(CD/DVD package).
Written Component Construction Written component.
•Planning video and •2-4 minute music Evaluation:
print productions promo video
•Research into 4 compulsory
potential target •cover for the album questions must be
audience, focusing release as part of a answered in
on how audiences digipak electronic format.
consume music &
popular culture •magazine
•Research into an advertisement
aspect of the music promoting the
industry. digipak/ artist/ band.
20 marks 60 marks 20 marks
Students assessed Video: Group assessment Students assessed
individually if students working in a individually
group.
Print Productions:
Individually assessed
Weighting: 50% of A2 Grade; 25% of total A Level mark.
Contents Page numbers

2. 2
•Title Page 1
•Department policy re productions 2
•Five key media concepts & Goodwin’s theory 3
• Ditto 4
•Blog Labels, assessment details, planning music video 5
•Construction of music video the shoot and edit 6
•Construction of print production CDCover/digipak 7
•Construction of magazine advertisement & blog
entries for print productions 8
•Research into target audience 9
•Research into an aspect of the music industry 10
•Evaluation: responding to 4 compulsory questions 11
•Suggested working pattern for students 12
•Deadlines 13
…………………….
IMPORTANT
Material
•The band must be British and unsigned at the point of planning.
•The policy of the Media Studies Department is that tutors must agree the
band or artist that students identify for promotion. If tutors consider a
band or artist unsuitable then students must search for another. In the
past students who have ignored this advice have consistently achieved
poor marks. Lead singers must be audible over the band; the beat and or
lyrics must offer plenty of imaginative/visual ideas that audiences can
read.
•Students are not permitted to promote their own band.
•It is advisable to do some of your shoot over summer holidays.
Teams
The music video may be planned, shot & edited in groups of no more than
4 Students may choose to work on their own. The course tutor will agree
groups.
Note: Print productions are an individual effort though groups may have a
distinct brand style. There needs to be a visual, thematic or generic link
between video and print productions
Media Theory:

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All aspects of research, planning, the productions and the evaluation must
draw upon the 5 key concepts and media theories encountered throughout
the course.
Five Key Media Concepts
1.Media Forms and conventions – In moving image references all visual
and aural elements within a mise-en-scene; in print productions references
conventions of layout and design including integration of illustration and
written text. This concept focuses on how media texts are composed,
structured and organised according to a variety of narrative forms and
conventions; that genre is a dynamic form identified by visual and aural
signifiers which in the music video include elements of mise- en-scene,
editing, camera shots, generic characters, narrative, inter-textuality;
Reading media texts allows for personal and critical/academic
interpretations and responses to the languages and categories in each
medium. This refers to student research into real media productions and
audience response to their own productions.
For higher marks references in video and print productions, and in planning
and research, should reflect understanding the purpose and effect of the
following theories:
•Theory of Narrative
•Aspects of post-modernism
•Utilising or challenging generic forms and conventions
•Goodwin’s theory of music video (see below)
Failure to academically and or creatively engage with media forms and
conventions will have a negative effect on grades.
2.Media Representations – of gender, cultural groups, place, ideologies
(values & beliefs) and to include realistic, accurate and truthful
representations using critical and analytical tools in the
deconstruction/analysis of all media texts (including researched texts and
own media texts) Students should be able to identify and discuss negative
messages communicated by crude stereotyping (gender, race, culture, age,
disability) in real media productions and in their own productions.
Differentiation :
•All students should be able to identify and either describe, analyse and
explain explicit/crude representations of particular stereotypes whilst
illustrating points with textual examples.
•Most students should be able to identify, analyse and interpret the
messages communicated by stereotyping; most students should be able to
make references to Laura Mulvey’s theory of The Male Gaze and illustrate
points with close references to textual examples.
•Some students will be able to understand the historical and cultural
reasons for stereotyping particular social groups and its purpose; some
students may also make reference to the gaze theory and critically discuss
its relevance to audiences.
•A few students (with close references to texts and research) will be able
identify and explain the way a media text communicates particular

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ideological attitudes and values and explain in detail how a text
communicates either a traditional/conservative, progressive, or
revolutionary/radical ideology.
3.Media Audiences all media texts have intended audiences; students
should explore the diverse constituency of audiences; how audiences
interpret media texts according to their own contexts, and the plurality of
those responses; how audiences’ expectations and use for media texts can
vary; how audiences consume texts.
•All students should be able to understand and explain how all media texts
target a specific audience demographic; evaluate how audiences consume
music.
•Most students should be able to identify and explain with close
references to the text how a media production targets a specific
audiences;
•Some students with close reference to research be able to explain in detail
the demographic of a target audience and how specific audiences consume
similar media texts and aspects of popular culture
•A few students (with close reference to research) should be able to
understand and explain how texts target either niche, art house, or
mainstream audiences to market other products.
4.Media Insitutions: the structure and influence of media institutions; in
this case the influence on marketing, and outlet (television, ipods, CD
players, internet, games consoles, magazines, retail). For higher marks
students should understand and explain how media institutions are agents
of political and cultural influences.
5.Technology : The role new technologies play in the planning,
construction, post production, marketing, and audience consumption,
audience feedback.
Reminder: Goodwin’s music video analysis – a useful reference point.
Andrew Goodwin writing in ‘Dancing in the Distraction Factory’ (Routledge 1992)
1. Music videos demonstrate genre characteristics
(e.g. stage performance in metal video, dance routine for boy/girl band).
2. There is a relationship between lyrics and visuals
(either illustrative, amplifying, contradicting).
3. There is a relationship between music and visuals
(either illustrative, amplifying, contradicting).
4. The demands of the record label will include the need for lots of close ups of the artist
and the artist may develop motifs which recur across their work (a visual style).
5. There is frequently reference to notion of looking (screens within screens, telescopes, etc)
and particularly voyeuristic treatment of the female body.
6. There is often intertextual reference (to films, tv programmes, other music videos etc).
How to set out your blog for Unit G324; Labels are as follows:
•Planning music video
•Planning digipak cover (to include examples of real digipak covers that
influence production)

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•Planning advertisement for digipak; (to include a small case study on a
specific magazine which would be appropriate to place the advertisement;
also examples of real advertisements advertising a digipak / release of an
album
•Research into potential target audience
•Research into aspects of the music industry
•Evaluation
ASSESSMENT
•All elements of research and planning are marked individually and based
on blog entries, and tutor observations of student commitment during the
planning, shooting and editing process.
•Tutors must explicitly explain to OCR external examiners how marks are
awarded for all elements of course work. All written work must be in
student’s own words. Any quotes from other sources must be highlighted
and referenced. Information from websites is for student research and does
not contribute to marks.
•The video production (shoot and edit) is given a group mark but this mark
is based on strength of how individual students have contributed to the
shoot and edit. Marks are deducted from individual students who have been
consistently absent, unreliable, uncooperative (within the group) during the
construction process. If students have any group problems they must voice
their concerns to their tutor, confidentiality is taken into account should the
circumstances be awkward.
Planning Music Video: (Students may choose to draw story boards,
costume, props and other objects and scan them into their blogs.) To include
•Storyboards to include all primary elements of mise-en-scene to include
colour/lighting,, camera angles, synchronisation of image with sound/lyrics/beat. .
Storyboards need to strongly reflect your technical understanding of film language
within a mise-en-scene., e.g. camera angles and movement, sound,, editing
transitions etc
•Organisation of time and equipment and shooting schedule
•Use of actors, (casting)
•Settings/locations, costumes, make up, objects and props .
•Individual responsibilities
•EVALUATION planning ideas, particularly how your plans have been informed by
some of the following: research into similar music videos, films, t.v. texts, aspects of
the news, audience research. Intertextual references in written work and or
productions strongly strengthen grades.
•Technical requirements, note down type of camera and editing software.
Deadline: Week beginning 20th September 2010
Music Video- The shoot and edit
Students must not include any found images in music video, all footage
must be original. Videos should reflect research in that confidence with

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genre and real output is evident The music video is not judged on the music
but on the following:
THE SHOOT (Detailed planning is vital) end of June – 1st November 2010
•Creative/imaginative quality of all aspects of mise-en-scene to include utilisation
or subversion of generic codes and conventions and deliberate inter-textual
references to other media texts or contemporary British debates relating for
example to a political movement or fashion or aspects of youth culture or popular
culture.
•Steady shots
•Composition of mise-en-scene to reference or challenge generic conventions.
•Variety of mise-en-scene
•Variety of camera angles and movement
•Utilisation of Britishness in mise-en-scene.
•Quality of sound.
•Use of special effects (only utilised if appropriate). Some students utilise
animation.
•Appeal to primary target audience, either mainstream or niche.
•If using live footage of band a variety of camera angles and movement are
important e.g close-ups of artists or instruments, zooms, low angle shots to signify
status, pans of the band., pans of the audience if appropriate. Out takes of the
band if students can access them.
EDITING: This is where the art of film or video is evident and takes most time.
•Synchronisation of sound and movement
•Editing that is generic, jump cuts are associated with the medium though cross
fades or fades to black are important, but the type of editing utilised must be
appropriate to genre and lyrics and beat!
Deadlines:
The shoot 1st November 2010
The edit 10th December 2010
Marks are not only awarded for quality of music video but also for
commitment to planning, contribution to the shoot and to the
edit. Tutors will closely monitor this.

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Print Productions:
Deadlines for print productions:
Friday 21st January 2011: All planning & research for both print
productions completed on blog for asst.
th
Friday 11 February 2011: Submission of both print productions.
Very important:
•Planning and research of print productions needs to be as
detailed as that for the music video with ideas evaluated in note
form.
•It is important that any scanned written text is readable.
•It is important that composition and design make an impact use
old ideas (if appropriate).
•Students must not use any found images in print productions.
1) Digipak(CD/DVD package this is not group work but groups could
utilise a specific brand style. Each student must submit this artefact.
Students are advised to email tutors to get immediate feedback on design
ideas. This is important. Rejected ideas need to be included in planning
aspect of blog with comments about why design not submitted.
•It is important that this production has a professional finish and looks like a
real product. It is strongly advisable to design front and back covers, some
students include inserts about the artist/band
•Measurements, the finished product must fit neatly into any casing casing. Rough
work that is ill fitting loses marks.
•It is advisable that the product links generically or visually to the music video and
should endeavour to feature the artists or mock-up artists as this is part of a strong
promotional campaign where the purpose is to establish a fan base and thus the
fans need to recognise the artist/band members.
• Stills from the music video can be utilised.
•The impact of design and composition is important. Originality is rewarded if
appropriate and polished.
•Graphics and text should be well integrated.
•Slogan “The Short Cuts – The Best British band since The Beatles; “Gentleman’s
Walk” Norwich band to storm charts..or something much better..
•Name of band/artist and album needs to be clearly readable.
•Institutional information need to be included, price, any information about special
offer, slogan, and details of company band/artist is signed up to.
•If possible to include aspect of Britishness.
•Avoid stereotyping any social group, for example demeaning representations of
gender or race or age, though irony if intelligent and appropriate is rewarded.
2) Magazine advertisement for the digipak (CD/DVD) package:

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(No smaller than A5 and no larger than A3 size. It would be advisable to
design an A4 advertisement. It is important that the design makes an
impact.)
Each student must submit this artefact. All images must be original and
constructed by the student. Copies of unprocessed/ un-manipulated original
pictures/ images must be included on blog. All the advice for the digipak re:
elements of design, composition and marketing of the artist/s, are also
relevant to the assessment of this production.
•Students need to identify which appropriate magazine the advertisement would
be printed in. Examples: Specialist music or film magazine, life style magazine,
Radio Times or similar magazine.
•Students need to research aspects of the magazine through a case study and
identify the demographic target audience.
•Students may wish to identify whether the advertisement should be placed near
the beginning, the middle or back page of the magazine.
•Date album released and where product can be accessed
•Details of where music can be accessed, i.e. website information very important
for establishing a fan base and to find out tour dates etc.
•Details of cost of album or any special deals.
•Any other information that would strongly promote the band.

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B LOG ENTRIES FOR PRINT PRODUCTIONS
•Digipak: Research into real productions needs to be evaluated. This should
include images and discussion; Planning should reflect the development of your
ideas. Any abandoned ideas need to be justified.
•Magazine Advertisement: Research: A case study on specific magazine/
s which would appropriately host the advertisements would be advisable focusing
on target audience; copies of similar advertisements to include their source;
evaluation why this particular magazine would be appropriate to place your
advertisement. Planning should reflect the development of your ideas. Any
abandoned ideas need to be justified

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RESEARCH INTO THE POTENTIAL TARGET AUDIENCE
through qualitative or quantitative research or remote research on
the internet.
Written commentary should include:
1) Research method/s explained.
2) Demographics of focus group/s to include how many interviewed,
details of gender, age, occupation and media interests.
3) Purpose of research;
4) For qualitative research explain where interview carried out, day,
time of day and any variables that my have influences outcome;
5)Evaluation of graphs or other diagrammatical forms to be evaluated.
6)Demographic profile of potential target audience must be included (age,
gender, occupation, social glass, media interests,) Students are advised to
include whether the audience for their productions is mainstream, niche,
alternative, art house etc. The profile must be related to research.
Quantitative Research
•Design and give out a number questionnaires to either a random or
selected group of who you expect will be the target audience (try to
have equal male and female) how they consume music and other
aspects of popular culture.
•This can also be done on the internet via social networking sites or
via email. You can set a survey on you blog using the gadgets function
and then invite friends to complete. http://www.surveymonkey.com/ is
useful as well
Qualitative Research
•Interview 1-3 interviewees of potential target audience with more in
depth questions about how they consume music and other aspects of
popular culture.
•Interview an employee of a music retail store ask questions about
which genres are popular, how bands are marketed and the status of
British bands with customers. You may also have access to a member
of a signed or unsigned band and may wish to interview this person
about performance, touring, stresses and strains and place of British
bands in the British or world market.
Evaluation
To be supported with an evaluation of results using graphs or other
diagrammatical forms and a written summary/commentary explaining what
the research revealed about the way music/popular is consumed by your
participants. Students may wish to include the usefulness of their
methodology.
whether the audience for the video production is mainstream, niche, art
house, or underground/alternative.
Deadline 22nd October 2010

11. 1
Independent research into existing media practice through case
studies with reference to comparable texts.
Advice: Try to get this started over the summer holidays. Research must be
linked in some way to the artist/band students are promoting.
•About 1000-2000 words with graphics if appropriate. Any information off the
internet must not be included unless briefly quoted in commentary. The
discussion must be written up in your own words, any quotes must be referenced
•It is important that research is linked to productions either generically or
thematically, or linked to similar artists or bands.
•Information off websites or biographical details about artists and are not part of
coursework mark, thus should not be included.
Task 1: Analysis of Music Video Productions (One at least must be
British)
To achieve a satisfactory pass students are expected to analyse a minimum of 2 music
videos. Students can include graphics in their analysis.
For highly proficient level some students may wish to analyse two music videos (one
male/female or mixed band) and compare how gender is represented.
For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd
music video from another culture and include a comparison of how cultural identity is
represented.
Deadline Thursday 1st July for 1 and Thursday 8th for second (Assessed Hard copies can be
scanned into blog or embedded via Slideshare/Googledocs)
Task 2 : Analysis of CD/Digipak & magazine advertisement promoting band
All students must produce an analysis of CD/digipak cover and magazine advertisement.
For highly proficient level some students may wish to analyse two digipak/CD covers (one
male/female or mixed band) and compare how gender is represented.
For possible Level 4 a few may wish to do the above whilst including an analysis of a 3rd print
production from another culture to include a comparison of how cultural identity is
represented.
Students can include images.
Submission week beginning 6th September 2010 (Assessed Hard copies can be scanned
into blog or embedded via Slideshare/Googledocs).
Task 3: Case Studies – Independent research into an aspect of the Music
Industry
Suggested topics:
•The Norwich/local Music Scene – researching unsigned British bands in Norwich, to include
performance, venues, problems of getting signed, messages and values in music. How they
represent aspects of contemporary Britain. Or researching the ups and downs of a local
unsigned band.
•Researching aspects of summer music festivals: audience, performance, ratio of British
bands to bands from USA, representation of gender & race in play lists.
•A Case Study on MTV or other television music channel and its audience.
•The importance of radio in the promotion of British new artists/bands. This could include
researching radio schedules and listening to radio programmes that focus on unsigned artists.
Information could focus on the ratio of male and female artist, artists from ethnic minorities and
genres. Also quotes from DJ’s would be useful to support points.
•How TV talent shows (for example Britain’s Got Talent) reflect cultural identity and
market Britain to international audiences.
Deadline week beginning 27th September 2010.

12. 1
EVALUATION: Deadline week beginning 1 March 2011
In the evaluation the following questions must be answered: (points should be
illustrated with utilisation of graphics/images).
•In what ways does your media product use, develop or challenge forms and
conventions of real media products? (Music video: compare aspects of mise-
en-scene of your production with a minimum of 2 music videos of a similar genre;
CD/digpak cover & magazine advertisement: compare aspects of illustrations and
text with similar generic productions.
•How effective is the combination of your main product with ancillary texts?
(Explain how effectively you have combined visual aspects of your music video
with the print productions. Focus on how you have utilised a particular brand
style).
•What have you learned from your audience feedback? (Objectively evaluate
feedback on all 3 productions, explaining research method and demographic of
participants).
•How did you use media technologies in the construction and research,
planning and evaluation stages? Guidance as follows:
1.Blog: Explain how you used the blog to record all aspects of research and
planning for all 3 productions.
2.Music Video: explain what camera and any lighting, sound, equipment you used
for shooting the music video, if appropriate explain the technologies you used for
special effects; explain editing software you used in post production to include
any specific effects, for example cross dissolve, fade to black, slow motion, jump
cuts etc).
3.Print Productions: Explain what software you used for both productions to
include any special effects like cropping or manipulation of image. Also explain (if
appropriate) how you technically utilised any stills from the music video or any
of your own photographs to include what stills camera you used. If you drew
your own graphics then explain how you transferred these onto your production.

13. 1
Advised working homework pattern Unit G324
June – •Search for unsigned British band
July 2010 •Complete analysis of music videos
•Start planning video production
•Start audience research
•Start research into an aspect of the music industry.
Summer Some students may wish to develop research into
holidays audience and into an aspect of the music industry; take
stills of locations and possible performers for music video,
if students complete rough draft of planning they are
strongly advised to shoot raw footage for music video.
Septemb •Planning music video
er •Research into an aspect of the music industry
•Research into audience
•Shooting music video
October •Research into audience
•Shooting music video
•For those that have completed the shoot, editing music
video
Nov/Dec •Editing music video
2010
•Commence planning print productions
Jan '11 •Complete analysis of CD cover/digipak
•Complete analysis of magazine advertisement
•Planning print productions
•Preparing for mock examinations
February •Commence evaluating audience feedback
•Commence evaluation (responding to 4 compulsory
questions)
March •Complete evaluation
•Complete all blog entries regarding Advanced Portfolio
Unit G324

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DEADLINES Year 13 Coursework 2010-11
Task Deadline
Summer Term 2010
Analysis of music videos 8th July 2010
Students who complete draft planning of Week beginning
music video can submit for tutor monitoring. 12th July 2010
Autumn Term 2010 Week beginning:
Planning Music Video for submission 20/09/10
Research into an aspect of music industry 27/09/10
Research into potential target audience 22/10/10
Complete shoot of music video 01/11/10
Complete edit of music video 10/12/10
Spring Term 2011 Week beginning
Mock exam/A2 Jan examinations period 03/01/11
Complete planning/research for print 21/01/11
productions
Submission of print productions 11/02/11
Beginning of student evaluation period of 14/02/11
music videos and print productions.
End of student evaluation period of music 28/02/11
video
and print productions
Submission of evaluation 01/03/11
•Final Submission of all elements of 15/03/11
coursework for internal moderation.
•Complete all blog entries for planning,
research and evaluation.