LOCATION LIGHTING CAMERA ANGLE CAMERA SHOT FACIAL EXPRESSION BODY LANGUAGE USE OF PROPS How are you using the elements above to represent your artist? Take more than one shot Look back at the pictures you have taken, are you happy with them? Ask your peers for their opinion Don’t forget the genre! To use our understanding of representation to capture stills for our album cover -To demonstrate a clear understanding of representation. -Through your work represent your artists in relation to their genre in an creative and engaging way. Level 3 -Work in a professional manner as you would in the industry approaching your work in a thoughtful manner. Level 4 Mr Stacey's Top pocket tips How do you want your artist to be represented? Plan your picture before you take it Are you going to apply any effects to your picture?

A* A B C D E What is your target grade? How are you going to achieve this grade? How can you use the codes and conventions creatively? (Grade C and above)

 Print the slide as a hand-out and then cut them out  Given out on entry to the lesson and instruct the students to place them straight into their top pocket.  This adds an element of mystery into the lesson.  Students take their learning into their own hands.  They can be referred to at any point in the lesson depending on what you decide to use them for. A reminder of the aims and objectives of the lesson They could have challenging questions on them Questions to ask other students about their work Students could design their own Top pocket tips for other groups to use Differentiation resource List key terms that are being used during the lesson Re engage students in the learning Perfect for outside the classroom learning Remind students of the rules of a game The top pocket tip could be the plenary activity The Top pocket tips could turn into one big card sort

“YOU’VE GOT ME IN YOUR TOP POCKET”