My skills audit at the beginning of A2
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The document outlines the author's self-assessment of their filmmaking skills in areas such as filming, editing, research, planning, and evaluation. They rate their current abilities in these areas as mostly 3 out of 4. The author then lists targets they want to achieve in each area for their upcoming A2 coursework, such as improving their editing, titles, research analysis, time management, and linking their research, planning and final product more effectively.
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- Performance-based videos were slightly preferred over narrative videos.
- The majority of respondents listened to and had a positive opinion of pop music.
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- Pop, R&B, and house music were the most popular genres according to respondents.
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The document discusses the props and wardrobe used in a student film thriller. Emily's character Lisa wore black leggings and a black and white vest to look appropriately dressed for a party but also leave viewers questioning if her character is good or bad. Rick's character Rich, a gangster, wore dark navy and black clothes to appear mysterious and suspicious. Black masking tape was used over Lisa's mouth when she was tied up to convey a dark, eerie atmosphere. Dark gloves were chosen because criminals typically wear black gloves during crimes. Grey rope was used instead of black so it would be visible when filming Lisa tied up in black leggings. The dark colored props and wardrobe helped set a sinister mood and meet expectations forMy skills audit at the beginning of A2
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This document outlines the author's self-assessment of their filmmaking skills, including filming, editing, research analysis, planning, and evaluation abilities. Some targets are set for each skill category to improve upon during their upcoming A2 Coursework project of creating a music video. Targets include ensuring shot continuity, keeping the video genre-appropriate, thoroughly planning all elements, and using feedback to evaluate the final product.Pc
PcNWAce
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Ricardo plans to create a stop motion parkour chase video for his final project. He chose stop motion to improve his weaknesses and have fun while learning new skills needed for his future in game design. He will research techniques on YouTube, storyboard the video, create background music, gather props, and film with a camera on a crane stand using stop motion software. To evaluate his progress, Ricardo will follow tasks in his schedule and storyboard, compare to similar projects, and reflect in a diary to improve weaknesses for university.Pp criteria & objectives[1]![Pp criteria & objectives[1]](https://cdn.slidesharecdn.com/ss_thumbnails/ppcriteriaobjectives1-131107073355-phpapp02-thumbnail.jpg?width=560&fit=bounds)
Pp criteria & objectives[1]ISM
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This document provides guidance on selecting sources for a student project. It emphasizes selecting a variety of relevant sources, including experts in the field, published media, surveys, and carefully selected websites. Students are advised to evaluate sources for reliability based on the author's credentials, where it was published, its objectivity and bias, quality, and appropriate quantity of information. A checklist is provided to help students consider various source types and record their source selection process in their process journal. The goal is to achieve a high standard when selecting sources to complete their project.Advanced portfolio 2 background research
Advanced portfolio 2 background researchjphibbert
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This document provides guidance for students on conducting effective research for a coursework project. It emphasizes that research should be focused, relevant, analytical and look closely at similar products to inform planning. Students are advised to research their target genre, audience and conventions, and institutions that produce related work. Research tasks include analyzing similar products, researching the target audience through questionnaires, and planning elements like production plans and storyboards. Presentation of the research blog is also assessed, and students are encouraged to embed videos, links and use clear headings and formatting.Unit 3 presentation learning agreement
Unit 3 presentation learning agreementLes Bicknell
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This document outlines the requirements for Project 1 of the BA (Hons) Textiles Year One unit titled "Trends, Contexts, Issues". The project requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore contexts and trends to develop new ideas and demonstrate self-directed learning skills. Researching trends and identifying materials, processes, markets and color palettes is expected. The project prepares students for Year 2 and addresses several learning outcomes around interpreting practice through historical/contemporary movements and communicating ideas clearly.Unit 3 presentation learning agreement
Unit 3 presentation learning agreementLes Bicknell
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This document outlines the details of a BA (Hons) Textiles Year One unit called BA3 Project 1. The project focuses on self-directed learning and requires students to write a learning agreement identifying a concept and target market to investigate. Students will explore trends, contexts and issues in the textiles industry to develop new ideas and demonstrate effective self-management. The project aims to further experimental textiles approaches and prepare students for Year 2 study. Assessment includes a body of studio work, research folders, and presentations evaluating industry awareness and influence of work experience on textiles practice.A2 Media Studies - G325-1A Theoretical Evaluation
A2 Media Studies - G325-1A Theoretical EvaluationMarcio Sargento
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This document provides guidance and examples for answering Question 1A on the A2 Media Studies exam. It discusses the requirements of Question 1A, which involves describing and evaluating the student's skills development over their production work from AS to A2. It offers tips on writing an evaluative essay, including establishing a clear topic, judgment, persuasive argument, impartial tone, and obvious organization. It provides examples of strong and weak responses. The document aims to prepare students to successfully answer Question 1A through understanding the question, using examples, and demonstrating progression in skills from AS to A2 level work.AS Media Booklet
AS Media BookletThomas Griffiths
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For the print option, students must design the front page of a magazine, with original images and text. For video, they must produce an opening title sequence for a short film.
Students must plan and research their target audience, competitors, and apply genre conventions. They are expected to evaluate the creative process and finished product through a blog, podcast, or presentation. The assignment focuses on planning, constructing, and evaluating an original media production.Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
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This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.My mastery journey timeline short
My mastery journey timeline shortaestubna
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This document outlines Anna Hancq's mastery journey timeline from February 2014 to January 2015 while pursuing her Media Design MFA at Full Sail University. It details her goals and action plans for each month, focusing on skills like gaining confidence, understanding client needs, brand development, design research, presentation skills, and professional practice. Her plans involve applying skills to work projects, taking online courses on software like Illustrator and website design, reading articles from the Full Sail library, and utilizing feedback to improve.Advanced media portfolio guidance task sheets and criteria 
Advanced media portfolio guidance task sheets and criteria Naamah Hill
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The document provides guidance for students completing an advanced media portfolio project. It outlines the requirements of creating a music video and two additional promotional items. Students must blog all planning and research, which includes analyzing existing media examples, audience research, brainstorming ideas and storyboards. Production roles must be assigned and filming deadlines provided. The portfolio will be evaluated on effective use of conventions, audience feedback, and use of technologies. Marks will be awarded for planning, construction of tasks, and evaluation.
Oscar Greenwood - Unit 11 Skills Audit New 2021.pptx
Oscar Greenwood - Unit 11 Skills Audit New 2021.pptxOscarGreenwood
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The document provides guidance for a student to critically evaluate their own strengths and ambitions to support their development and meet identified goals for progression in creative media production. It prompts the student to critically assess their hard and soft skills for pre-production, production, and post-production. It also prompts the student to identify communication skills and targets for skill improvement. The student provides evidence of their existing skills and sets short-term and long-term targets to improve skills like video editing, website development, and creating a showreel to support their career goals.Gcse 2016 past present future
Gcse 2016 past present futureSamantha Fowler
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The document provides instructions for an art exam preparation assignment. Students are asked to create a mind map with initial ideas based on the exam title by Monday. They will spend one hour developing their final piece and one hour on exam preparation over the next few lessons. If the final piece is not completed by half term, the student must attend a study day in the holidays. The assessment objectives, deadlines, and level descriptors for the assignment are also outlined.Last post
Last postJamesPotts21
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This document provides instructions for creating and maintaining a reflective log and portfolio to organize work for a course of study. It outlines two learning outcomes: 1) being able to create and maintain a purposeful reflective log, and 2) being able to create and maintain a portfolio of own work. For each learning outcome, it specifies evidence requirements and provides a template for documenting reflections, assessments, and submitted work in the log and portfolio. The document emphasizes maintaining the logs and portfolio throughout the course to track learning and meet assessment standards.My skills audit at the beginning of A2
- 1. My Skills audit at the beginning of A2 I currently rate my ability in the creative use of the following technical skills as: Filming 1 2 3 4 Holding a shot steady X Framing a shot, including and excluding elements where appropriate X Using a variety of shot distances as appropriate X Shooting material appropriate to the task set X Selecting mise–en-scene, including colour, figure, lighting, objects and setting X Editing so that meaning is apparent to the viewer X Using varied shot transitions and other effects selectively and appropriately for the task set X Using sound with images and editing appropriately for the task set X Using titles appropriately X I set myself these technical skills targets, when I begin the A2 Coursework: 1. Create better titles to be included in my piece, think about them more and take more time picking what sort of title I want. 2. Improve my editing skills and try and do more editing 3. Try and set the mise-en-scene better, using a variety of different ways e.g. the setting and lighting
- 2. 4. Use sound with images to make it appropriate for the task that has been set I currently rate my ability to research and analyse media texts as follows: Research and analysis 1 2 3 4 I can recognise a genre by identifying its particular patterns of codes and conventions X I am able to comment upon the construction of values and ideology within a media text X I am able to discuss possible audience reception of a text, in a meaningful way X I set myself these research targets, when I begin my A2 coursework: 1. Try and comment about the structure of values and the thought behind a media text 2.Try and recognise the genre quicker when looking at a media text 3. Identify the patterns of codes and conventions when looking at a media piece 4. Discuss in a relative way the possible audience reception of a text and explain in detail
- 3. I currently rate my ability to plan my own A2 coursework as follows: Planning 1 2 3 4 I can create a detailed shot script X I can use storyboarding and take photographs in preparation for filming X I can manage time effectively X I can respond to and overcome difficulties while filming X I can use my previous research of genre to inform my own work X I set myself these planning targets when starting my A2 coursework, as follows: 1. Improve on my skills in creating a thorough shooting script 2. Improve my time management, give myself enough time to meet all of the deadlines 3. Get rid of any difficulties as soon as they occur instead of letting the difficulties rise and become worse 4. Look back on my AS work to help me create ideas for my new genre of work
- 4. I currently rate my ability to evaluate my own A2 coursework as follows: Evaluation 1 2 3 4 I know how to ask questions of my target audience in a way that will reveal the success or otherwise of my coursework X I know how to look back at my research and identify the success or otherwise of the codes and conventions I used in my own coursework X I am able to judge the success or otherwise of my camerawork and editing X I am able to identify a strong link between my research, planning and final product X I am able to give persuasive reasons for all of the decisions I made during the coursework process X I am able to analyse my final product, in the way that I have created meaning X I set myself these evaluation targets when starting my A2 coursework, as follows: 1. Try and create links between my research, planning and my final product 2. Give detailed and appropriate reasons for the decisions I have made throughout completing my coursework
- 5. 3. Analyse extensively the meaning of my final product and give thorough details of how I have done this 4. Include the codes and conventions more in my work