1. R H S C M E D I A
WEB 2013
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A2 Coursework G324
Advanced Portfolio
Brief:
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 album (CD/
DVD package);
•magazine advertisement for the digipak(CD/DVD
package).
Weighting: 50% of A2 grade; 25% of total A Level mark.
June 2013-March 2014
Written Component:
• Planning video and print productions.
• Research into potential target audience,
focusing on how audiences consume
music and popular culture.
• Research into an aspect of the music
industry.
20 Marks - individually assessed
Practical Component (Constructions):
• 2-4 minute music video.
• Cover for the album release as part of a digipak.
• Magazine advertisement promoting the digipak
and artist.
40 Marks Video = group assessment (if working
in group)
10 Marks each = print productions - individually
assessed.
Written Component:
EVALUATION
• 4 compulsory questions
answered in varied
electronic formats.
20 Marks - individually
assessed

2. C O N T E N T S
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Contents Page
Department policy re productions 2
Five key media concepts! 3
Five key media concepts & Goodwin’s theory 4
Blog Labels, assessment details, planning music video 5
Construction of music video the shoot and edit 6
Research into target audience 7
Research into products and aspects of the music industry 8
Construction of print production CD Cover/digipak & note on blog
entries
9
Construction of magazine advertisement 10
Evaluation: responding to the 4 key questions 11
Deadlines and suggested working pattern 12
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.
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

3. 5 K E Y M E D I A C O N C E P T S
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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 scène; 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 scène, editing,
camera shots, generic characters, narrative, inter-textuality;
Reading media texts allows for personal and critical/academic interpretations. 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
•! Utilising or challenging generic forms and conventions
•! Goodwin’s theory of music video (see overleaf)
*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.

4. C O N C E P T S A N D T H E O R I E S C T D
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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.
4. Media Institutions
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,
audience consumption, and 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, windows etc.) and particularly voyeuristic treatment of the female
body.
6. There is often intertextual reference (to films, TV programmes, other music
videos etc).

5. B L O G I N S T R U C T I O N S A N D A S S E S S M E N T
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How to set out your blog for G324
Labels as follows:
•Research into music videos
•Research into digipaks
•Research into magazine advertisements
•Research into potential audience
•Research into aspects of the music industry
•Planning music video
•Planning digipak
•planning advertisement for digipak
•Evaluation
* make sure that you have a G325 label so that you can
separate out your exam work. You may even prefer to
start a new blog for that aspect.
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:
• Storyboards to include all primary elements of mise en scène 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 scène, 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.

6. T H E S H O O T A N D E D I T
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Students must not include any found images in music video. All footage must be
original. Videos should reflect research and confidence with genre. Understanding real
output is evident. The music video is not judged on the music but on the following:
The Shoot:
• Creative/imaginative quality of all aspects of mise en scène 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 scène to reference or challenge generic conventions.
• Variety of mise en scène
• Variety of camera angles and movement
• Utilisation of Britishness in mise en scène.
• 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!

7. T A R G E T A U D I E N C E R E S E A R C H
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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.
Explore whether the audience for the video production is mainstream, niche, art house, or
underground/alternative.

8. R E S E A R C H I N T O P R O D U C T S
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Independent research into existing media practice through case studies, with reference
to comparable texts
*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.
Task 2: Analyses of CD/Digipak & magazine advertisement promoting band
All students must produce at least 2 analyses of CD/digipak covers and magazine advertisements.
Try to look for links between music videos and print productions.
Students can include images.
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. 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.
•A topic of your choosing (to be negotiated with me).

9. P R I N T P R O D U C T I O N S
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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. 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.
BLOG 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.

10. M A G A Z I N E A D V E R T I S E M E N T
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2) Magazine advertisement for the digipak (CD/DVD) package:
(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.
BLOG ENTRIES FOR PRINT PRODUCTIONS
!
! 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.

11. E V A L U A T I O N
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In the evaluation the following questions must be answered: (points should be illustrated with
utilisation of graphics/images).
1. ! 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 scène of your production
with a minimum of 2 music videos of a similar genre; CD/digipak cover & magazine
advertisement: compare aspects of illustrations and text with similar generic productions.
2. ! 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).
3. ! What have you learned from your audience feedback? (Objectively evaluate feedback on
all 3 productions, explaining research method and demographic of participants).
4. ! How did you use media technologies in the construction and research, planning and
evaluation stages? Guidance as follows:
I. Blog: Explain how you used the blog to record all aspects of research and planning for all 3
productions.
II. 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).
III. 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.

12. W O R K I N G P A T T E R N
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Advised timings. Feel free to complete the tasks earlier if you like! Tick once completed...
Time Task Complete
June/July Search for unsigned band & secure permission
Complete analysis of music videos
Start audience research
Start research into an aspect of the music industry
Summer Holidays Ideas for music video
Liaise with artist/band
Complete further music video analysis
Begin to explore digipaks
September Planning music video (all aspects inc. scheduling & casting)
Research into an aspect of the music industry
Research into target audience
Start shoot (include stills for possible digipak/poster material)
October Shooting music video
Research audience
Continue Research into an aspect of the music industry
Analyse digipaks & magazine covers
November Complete shoot of music video
Completion of research tasks
Begin edit of music video
December Continue editing
Screen rough edits for audience feedback
Complete research into print productions
January Complete final edit of music video
Start planning print productions (if not earlier)
Mock exam
February Complete drafts of print productions
Start answering evaluation questions
March Re-draft/adjust print productions (where necessary)
Re-draft evaluation questions and complete blog