Controlled Assignment Three - Evaluation guidance

Assignment Three - Evaluation guidance

Evaluate your poster advert and marketing campaign production

Word count: 800 words (10 marks)

Optional essay plan

You may find the following useful. However, you do not have to follow it exactly and will be credited for alternative or original responses that are convincing and highly effective.

Introduction (100 words)

• Introduce your brief and who you worked with (if applicable).
• Give a brief introduction to your product: what is it about? What other products were you inspired by or did you watch as part of your research? Where would your product be shown? How does your product suit the style and audience of the institution?

Target audience (100 words)

• Outline your target audience (using detailed audience demographics: gender, age, social class, education or employment etc.)
• What Psychographic or Youth Facts groups (Armchair Rebels, Free Sprits etc.) do your target audience belong to? Why did you choose these in particular?

Close textual analysis of production (300 words)

• How does your campaign meet the key conventions of poster campaign for teenagers?
• Choose three or four key design decisions from your posters and complete a detailed textual analysis justifying your creative decisions and explaining what the camerawork, or mise-en-scene communicate to the audience.
• Explore the strengths and weaknesses of the key moments you have analysed and how you could have made the production more professional.

Representation (100 words)

• What representation of young people did you create in your production work? Was it a stereotypically negative representation of teenagers? (E.g. violent, involved in bad behaviour or crime etc.)
• Did you try to create a certain representation of young people? (E.g. positive, negative, shocking etc.) How would your target audience respond to your representation of young people?
• Did you create particular representations of any other groups in your production? (Men, women, age, race or ethnicity etc.)

Regulation and control (100 words)

• How did you make sure your project would be suitable for the target audience? (Mention the ASA or quote from their regulations).
• How did you use your knowledge of ASA to ensure your product didn’t cause offense or use false advertising? Was there anything you decided to leave out for these reasons?

Overall effectiveness/conclusion (100 words)

• How effective was your production overall?
• What were the strengths and weaknesses of your project as a whole?
• Did you meet your brief?

Mark scheme:

• Level 6 (9-10 marks)

They evaluate their products making cogent and critical connections between the experience of carrying out the production and all the key concepts. Evaluation responses are communicated using accurate spelling, punctuation and grammar.

KEYWORDS and CONCEPTS to use in your Evaluation:

Genre: hybrid, sub-genre etc.

Representation: of people/places/events; stereotypes, negative/positive representations.

Connotation: of colour, fonts, logos, institutional name and graphic, mise-en-scene, camera shots, etc.

Mise-en-scene: use of costume, lighting, actors, makeup, props, setting, (and what all these tell us about the characters/narrative).

Iconography: how does your poster use the iconography associated with the product (e.g. character types - model/celebrity endorsement?, setting, props etc.)?

Institution: Who produces the product? What expectations will the audience have as a result? How will the product attract a teen (or possibly wider) audience?

Target Audience and demographics: age, gender, social class (and how you know), audience theory (uses and gratifications).

Regulation and Control: ASA, offensive content, protecting young people, false advertising.

Tagline/Slogan: how are the titles and/or taglines used to anchor meaning and help you understand what the product is all about?

Useful phrases to use when analysing or evaluating:

• This tells the audience...
• This could signify...
• A possible interpretation of this is...
• The audience could infer that...
• This shows the audience...
• The objective of this shot was…
• This suggests to the audience...
• From this, the audience will understand that...
• This connotes...
• This is significant because...
• This creates...
• This emphasises...