The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and reviewing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
This document outlines the tasks and deadlines for students completing their Advanced Portfolio, worth 50% of their A2 grade. By half term on October 24th, students must complete all research and planning tasks, finish all filming, and submit a rough cut of their video product. The document provides details on the tasks and homework assignments due between September 5th and October 24th, including research presentations, production concepts, scripts, and obtaining audience feedback. It also lists the assessment criteria for the research and planning work as well as the video production.
IG1 Film Opening Title Sequence Assignment 2014 to 2015 (1)Carla Appleby
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015jessicagrundy98
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015DeclanTyldsley
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1)Georgie Austin
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1) 2reecemechan
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Adam Grundy
油
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
1) The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding in evaluating work.
2) Students will engage with contemporary media technologies and develop presentation skills required for further study and work.
3) The brief requires students to complete a preliminary continuity editing exercise and a main task of creating the titles and opening of an original two-minute fiction film.
AS Media foundation portfolio - final project - 2014 - editChris Earl
油
This document outlines the main tasks for a media studies portfolio, which includes maintaining a blog and creating a 2-minute opening sequence for a fictional film. Students must include continuity features like shot/reverse shot and adhere to conventions. They will evaluate their process and completed work. A timeline is provided with deadlines for completing research, planning, shooting, and editing by specific dates, with opportunities for feedback. Students are directed to example blogs and film openings to inform their work.
The document outlines the requirements for a film studies task involving planning, shooting, and editing a short horror film opening. Students must complete preliminary exercises in filming techniques. For the main task, they must produce original titles and a 2-minute opening for a horror film. Extensive research on film conventions, openings, and the genre is required. Planning involves storyboarding, scripting, scheduling, and audience research. The final opening is worth 60% of marks. Students must evaluate all aspects of production on their blog, which will document the entire process.
_ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
油
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015LukeMather
油
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
The document provides information about the requirements for Unit 1 G321: Foundation Portfolio in Media. It states that the portfolio is worth 50% of the AS marks and consists of 2 video productions and an online blog. The first video demonstrates technical ability through a short sequence, while the second is a fully developed 2 minute opening to a fiction film. Students will be assessed individually on their pre-production, production, and post-production work, which will be documented on their blog. The portfolio requires research, planning, practical work, and evaluation, and is worth a total of 100 marks.
The document provides instructions for remaking a 4-minute section of a film as part of an interview process for a freelance instructor position at the London Film Academy. Applicants must demonstrate their editing skills and abilities. They are to choose a continuous sequence to modernize or reshoot, then [1] prepare for the shoot by organizing materials and paperwork and [2] edit the production, demonstrating creativity through pacing, transitions, angles, sound, continuity and storytelling. The work will be evaluated based on preparation, creativity, and ability to work independently to professional standards.
The document provides instructions for a film task assignment with two parts - a preliminary exercise and main task.
The preliminary exercise involves filming and editing a short scene demonstrating film techniques like match on action, shot reverse shot, and the 180-degree rule. The main task requires students to create the opening titles and sequence of a new fictional film up to 2 minutes long, using original video and audio. The document outlines requirements for research, planning, production and evaluation of the project.
As coursework assessment criteria a plain english guideDB3igs
油
The document provides guidance for students on various aspects of coursework assessment, including research, planning, organization, and drafting. It emphasizes the importance of thorough research into similar existing media products and potential target audiences to inform creative choices. Students must provide evidence of planning through shotlists, storyboards, and script drafting to showcase their preparation and organization. The highest marks require excellence in these areas as well as care in presentation and time management.
This document provides instructions for students completing a media studies coursework unit involving planning, creating, and evaluating a short video product. Students must first complete a preliminary continuity editing exercise and then plan and produce a 2-minute opening for a fictional film. Research, audience testing, and detailed evaluation are required. The goals are to assess students' technical and creative skills, application of knowledge, and research abilities in analyzing and presenting their work.
This document provides guidance for a student assignment to create the titles and opening sequence for a new fiction film up to 2 minutes long. It will be marked across 3 areas: research and planning (20 marks), construction (60 marks), and evaluation (20 marks). For each area, criteria for Level 1, 2, 3, and 4 are provided, with Level 4 being excellent. Students are advised to thoroughly research and plan, document their entire process, and focus on achieving Level 4 for all criteria to receive the highest marks. Example films are also provided under different briefs to inspire ideas.
The document provides information about various film editing and cinematography techniques such as match on action, shot reverse shot, and the 180-degree rule. It also discusses audience planning, research, planning, construction, and evaluation aspects of film production. Key elements include matching movement across shots to make actions seem continuous, framing speakers in dialogue in medium close-ups, and maintaining the same side of an imaginary line between shots for continuity. Production entails organization, meeting deadlines, using technology, and considering the audience to develop meaning.
Foundation Portfolio Guide: Video ProductionBelinda Raji
油
This document provides guidance for students completing a foundation portfolio in media video production. It outlines the tasks and requirements, including a preliminary continuity exercise, the main task of creating titles and an opening sequence for a fictional film no longer than 2 minutes, and a theoretical understanding section. It emphasizes planning, research, construction, and evaluation. Students must demonstrate technical and creative skills, applying knowledge and understanding, and undertaking appropriate research.
The document provides guidance for creating the opening scene of a thriller film. It discusses key elements of thriller films, including creating suspense through camera angles, music, and lighting. It then outlines a 9-step process for developing the opening scene, including researching other films, brainstorming ideas, storyboarding, filming, and editing. Main task ideas suggested creating suspense through the use of locations like trains or canals, costumes like hoodies, and audio elements like background music.
- The document discusses a preliminary video production task completed by a group to demonstrate their understanding of video techniques.
- The task involved producing a video sequence using the 180-degree rule, shot/reverse shot, and match on action techniques.
- The group researched examples, developed a story around a mysterious package, created a storyboard, and filmed their sequence at a friend's house using a phone after their camera malfunctioned.
This document provides guidance for students completing evaluation activities for a media studies assignment. It includes 5 questions to be answered evaluating aspects of their created media product. Students must submit their responses by December 16th. The document provides example student responses and additional resources to help students in completing the assignment. It emphasizes planning and researching conventions to improve work from preliminary tasks to the final product.
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
This document provides information about the stages of film production including planning, production, and post-production. It discusses key aspects of each stage such as scripting, storyboarding, shooting techniques, editing, and presentation. Techniques covered include shot choice, camera angles, matching action during editing, and the 180-degree rule. Examples are provided from the film "The Ring" to illustrate these techniques. The document is intended as a guide for students learning film production skills.
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and analyzing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
The document outlines the requirements for a media studies coursework unit on opening sequences in film. It includes:
1) The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding in evaluating work.
2) Students will engage with contemporary media technologies and develop presentation skills required for further study and work.
3) The brief requires students to complete a preliminary continuity editing exercise and a main task of creating the titles and opening of an original two-minute fiction film.
AS Media foundation portfolio - final project - 2014 - editChris Earl
油
This document outlines the main tasks for a media studies portfolio, which includes maintaining a blog and creating a 2-minute opening sequence for a fictional film. Students must include continuity features like shot/reverse shot and adhere to conventions. They will evaluate their process and completed work. A timeline is provided with deadlines for completing research, planning, shooting, and editing by specific dates, with opportunities for feedback. Students are directed to example blogs and film openings to inform their work.
The document outlines the requirements for a film studies task involving planning, shooting, and editing a short horror film opening. Students must complete preliminary exercises in filming techniques. For the main task, they must produce original titles and a 2-minute opening for a horror film. Extensive research on film conventions, openings, and the genre is required. Planning involves storyboarding, scripting, scheduling, and audience research. The final opening is worth 60% of marks. Students must evaluate all aspects of production on their blog, which will document the entire process.
_ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
油
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015LukeMather
油
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
The document provides information about the requirements for Unit 1 G321: Foundation Portfolio in Media. It states that the portfolio is worth 50% of the AS marks and consists of 2 video productions and an online blog. The first video demonstrates technical ability through a short sequence, while the second is a fully developed 2 minute opening to a fiction film. Students will be assessed individually on their pre-production, production, and post-production work, which will be documented on their blog. The portfolio requires research, planning, practical work, and evaluation, and is worth a total of 100 marks.
The document provides instructions for remaking a 4-minute section of a film as part of an interview process for a freelance instructor position at the London Film Academy. Applicants must demonstrate their editing skills and abilities. They are to choose a continuous sequence to modernize or reshoot, then [1] prepare for the shoot by organizing materials and paperwork and [2] edit the production, demonstrating creativity through pacing, transitions, angles, sound, continuity and storytelling. The work will be evaluated based on preparation, creativity, and ability to work independently to professional standards.
The document provides instructions for a film task assignment with two parts - a preliminary exercise and main task.
The preliminary exercise involves filming and editing a short scene demonstrating film techniques like match on action, shot reverse shot, and the 180-degree rule. The main task requires students to create the opening titles and sequence of a new fictional film up to 2 minutes long, using original video and audio. The document outlines requirements for research, planning, production and evaluation of the project.
As coursework assessment criteria a plain english guideDB3igs
油
The document provides guidance for students on various aspects of coursework assessment, including research, planning, organization, and drafting. It emphasizes the importance of thorough research into similar existing media products and potential target audiences to inform creative choices. Students must provide evidence of planning through shotlists, storyboards, and script drafting to showcase their preparation and organization. The highest marks require excellence in these areas as well as care in presentation and time management.
This document provides instructions for students completing a media studies coursework unit involving planning, creating, and evaluating a short video product. Students must first complete a preliminary continuity editing exercise and then plan and produce a 2-minute opening for a fictional film. Research, audience testing, and detailed evaluation are required. The goals are to assess students' technical and creative skills, application of knowledge, and research abilities in analyzing and presenting their work.
This document provides guidance for a student assignment to create the titles and opening sequence for a new fiction film up to 2 minutes long. It will be marked across 3 areas: research and planning (20 marks), construction (60 marks), and evaluation (20 marks). For each area, criteria for Level 1, 2, 3, and 4 are provided, with Level 4 being excellent. Students are advised to thoroughly research and plan, document their entire process, and focus on achieving Level 4 for all criteria to receive the highest marks. Example films are also provided under different briefs to inspire ideas.
The document provides information about various film editing and cinematography techniques such as match on action, shot reverse shot, and the 180-degree rule. It also discusses audience planning, research, planning, construction, and evaluation aspects of film production. Key elements include matching movement across shots to make actions seem continuous, framing speakers in dialogue in medium close-ups, and maintaining the same side of an imaginary line between shots for continuity. Production entails organization, meeting deadlines, using technology, and considering the audience to develop meaning.
Foundation Portfolio Guide: Video ProductionBelinda Raji
油
This document provides guidance for students completing a foundation portfolio in media video production. It outlines the tasks and requirements, including a preliminary continuity exercise, the main task of creating titles and an opening sequence for a fictional film no longer than 2 minutes, and a theoretical understanding section. It emphasizes planning, research, construction, and evaluation. Students must demonstrate technical and creative skills, applying knowledge and understanding, and undertaking appropriate research.
The document provides guidance for creating the opening scene of a thriller film. It discusses key elements of thriller films, including creating suspense through camera angles, music, and lighting. It then outlines a 9-step process for developing the opening scene, including researching other films, brainstorming ideas, storyboarding, filming, and editing. Main task ideas suggested creating suspense through the use of locations like trains or canals, costumes like hoodies, and audio elements like background music.
- The document discusses a preliminary video production task completed by a group to demonstrate their understanding of video techniques.
- The task involved producing a video sequence using the 180-degree rule, shot/reverse shot, and match on action techniques.
- The group researched examples, developed a story around a mysterious package, created a storyboard, and filmed their sequence at a friend's house using a phone after their camera malfunctioned.
This document provides guidance for students completing evaluation activities for a media studies assignment. It includes 5 questions to be answered evaluating aspects of their created media product. Students must submit their responses by December 16th. The document provides example student responses and additional resources to help students in completing the assignment. It emphasizes planning and researching conventions to improve work from preliminary tasks to the final product.
The document summarizes the pre-production, production, and post-production process for a short video project. It discusses how the group planned locations, costumes, props, and story in pre-production. On the day of shooting, the planning helped the process go smoothly. The only challenge was lighting. In post-production, the learner realized how planning shots and editing helps speed up the editing process. For their next project, they will plan shots better and repeat shots more to have options in editing.
This document provides information about the stages of film production including planning, production, and post-production. It discusses key aspects of each stage such as scripting, storyboarding, shooting techniques, editing, and presentation. Techniques covered include shot choice, camera angles, matching action during editing, and the 180-degree rule. Examples are provided from the film "The Ring" to illustrate these techniques. The document is intended as a guide for students learning film production skills.
Ranvir Jandoo reflects on what was learned from the preliminary task of filming a conversation between two characters to the full production. Some of the key technical skills learned include shot-reverse-shot filming, match cuts to ensure continuity, and following the 180 degree rule. Additional lessons included different camera shots, editing techniques using Final Cut Pro, and the importance of good communication and collaboration within the film production team.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and analyzing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and reviewing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
This document provides an overview of the BTEC Level 2 Extended Certificate in Media Studies course for Year 12 students. It outlines the units to be covered, including video production, research for creative media, audio production, and communication techniques. It discusses assessment criteria, required qualities for success on the course, and homework expectations. Students are asked to research openings to four Western films in preparation for an analysis of mise-en-scene conventions.
1. The document discusses issues around media ownership, cross-media convergence and synergy, and new technologies in film production, distribution, and consumption.
2. It explores how the proliferation of hardware and content affects both media institutions and audiences, and the importance of technological convergence.
3. International and global media institutions' targeting of national and local audiences, specifically British audiences, is also examined.
The document discusses narrative structure and character types according to Todorov and Propp's theories. It provides examples of how Propp's model applies to the plot of Star Wars, describing the preparation, complication, transference, struggle, return, and recognition stages. It also outlines Propp's seven character types - hero, villain, helper, mentor, dispatcher, blocker, and prize.
The document discusses the genre conventions of Western films. Some key conventions discussed include the setting on the American frontier during the late 19th century, with landscapes depicting the conquest of wilderness. Plots typically involve maintaining law and order through conflicts between good and bad characters. Common characters include sheriffs and outlaws. The genre depicts ideological conflicts through its themes and elements. While the Western genre declined in popularity by the 1970s, its themes and conventions continue to influence other genres like science fiction and action films.
The hypodermic syringe model suggests that audiences passively accept messages injected by the media, and that this directly correlates to anti-social behavior. Research by Bandura found children imitated aggressive behaviors they saw acted out. This supported the model by indicating media violence can lead to copycat violence. However, the model has been criticized for oversimplifying audiences and failing to see them as sophisticated media consumers.
This document provides guidance for students taking an exam that will ask them to evaluate one of their media productions in relation to a key concept. Students will be asked to analyze their work using one of five concepts: genre, narrative, representation, audience, or media language. They can discuss either a past AS or A2 production. The exam question will focus analysis on applying only one of these concepts. Students should demonstrate knowledge of the chosen concept and analyze how their work relates to or challenges the concept.
This document provides an overview of key concepts in representation theory, including how representations in media texts can reinforce dominant ideologies and stereotypes. It discusses approaches such as Marxism, feminism, and postmodernism for analyzing representations. Stereotypes are addressed as simplifying representations that provide shortcuts for meaning-making. The document aims to give students a basic understanding of evaluating representations in their coursework against these theoretical frameworks.
The document discusses audience theory and how media producers construct imagined audiences to inform their media products. It addresses the debate around passive versus active audiences and different theories on how audiences consume and make meaning from media texts. The key points are:
1) Producers must define their target audience in terms of demographics, identity factors, and how the audience will use and find meaning in the product.
2) Audiences can be passive and directly influenced by media messages or active interpreters who bring their own perspectives.
3) When creating media, producers should consider audience research and feedback to better understand and appeal to their target audience.
The document provides an overview of media language and how it creates meaning in texts. It discusses the importance of understanding media language and its codes and conventions. Media language includes verbal, written, moving images and sound. Each medium has its own language that uses signs and symbols understood through familiar rules and conventions. Understanding media language helps appreciate media experiences and analyze how meaning is constructed through creative and symbolic use of signs and metaphors.
The document provides information about the G325: Critical Perspectives in Media exam. It will assess understanding of contemporary media issues and evaluation of practical production work. The exam consists of two sections worth 50 marks each: theoretical evaluation of two production works; and analysis of a contemporary media issue from a choice of topics. Successful answers will require reflection on skills development, use of concepts to analyze work, and relating production to theoretical knowledge gained in the course.
This document provides an introduction and overview of the requirements for the G325: Critical Perspectives in Media exam. The exam assesses students' understanding of media concepts, contexts, and debates through two sections. Section A requires students to answer two compulsory questions evaluating their skills development and theoretically analyzing one of their productions. Section B involves answering one question from six topics areas about a contemporary media issue. The document outlines the specific criteria and theoretical concepts that will be addressed in the exam questions for Sections A and B. It also provides guidance on the tasks students need to complete to prepare for the exam, including describing their media productions and answering practice questions.
This document outlines the tasks, sources, and research required for an assignment including 4 case studies to analyze, 4 sources to evaluate, conducting vox pops research, researching arguments both for and against the topic, taking discussion notes, performing a SWOT analysis, and having a teacher observation.
This document outlines the tasks, sources, and research required for a project. It includes 4 case studies to analyze for Task 1a, 4 sources to evaluate for Task 1b, research on arguments for and against the topic for Task 1c, and notes from teacher observations.
This research overview document outlines the key components of a research project including the introduction, sources used, and conclusion. The introduction states the topic and purpose of research. Secondary and primary sources are evaluated on their usefulness and what was learned. The conclusion reflects on how the research helped, what is now known, and what still needs further exploration.
This document provides a bibliography for research on chat shows. It lists websites, newspapers, magazines and shows as secondary sources and class discussion and vox pops as primary sources. Other unspecified sources are also included.
Working Title Films has achieved great success as a British film production company by taking a strategic approach to appeal to international audiences. Founded in 1984 by Tim Bevan and Sarah Radclyffe, the company now produces around 4-5 films per year with a focus on character-driven narratives and cross-genre films. Through production deals with companies like PolyGram and Universal, Working Title gains funding and access to international markets while maintaining creative control over their films. This balanced model has allowed Working Title to produce over 95 films that have earned $4.5 billion globally, establishing them as the most successful British film company.
1. BTEC First Extended Certificate (Level 2) in Creative Media Production <br />VIDEO ASSIGNMENT<br />UNIT 5 Video Production<br />Student Name: Teacher: Miss Eccleston<br />Date Assignment Issued: September 2010 Final Completion Date: December 2010 <br />Introduction<br />Audio production includes a variety of different forms and formats. Radio was one of the first forms of media to become part of popular culture and be seen as social entertainment but in the modern, digital world it has been challenged by the rise in popularity of television, film and the internet. <br />468185510160<br />In this assignment you will explore different sound recording techniques and technologies and you will plan/ create your own audio products. <br />You will also focus on your communication skills throughout the project, both in your written work and oral presentations and will be working towards a professional standard of communication.<br />There are 4 Learning Outcomes for Unit 5 Video Production: <br />1 Be able to carry out pre-production for a proposed video product<br />2 Be able to contribute in a technical capacity to the creation of a video product<br />3 Be able to carry out post-production for a video product<br />4 Be able to review own video production work.<br />042545<br />Most tasks give you the opportunity to achieve a PASS, MERIT or DISTINCTION. If any piece of work is not submitted, or poorly completed, you will receive a REFERRAL and will be required to redraft and resubmit.<br />Professional Brief:<br />Dear Producer;<br />2374900304800You will be working in pairs to produce, film and edit an opening of a Western Film.<br />Good Luck!<br />Harris Academy Norwood<br /> <br />Task 1<br />Unit 5Be able to apply pre-production techniquesP1 P1 / M1/ D1Watch 4 Western film openings and make a list of the conventions of a Western Film Opening (looking at Mise en Scene, Sound, Editing, Camerawork and character.) Write a list of all the pre-production and post-production elements that you think were involved in making the opening.287655-717550 In pairs, you must decide on your idea for a Western Opening. Write a proposal for your idea. In pairs, you will complete the following piece of pre-production work for your 3 minute Western Opening.ScriptStoryboardShooting ScriptLocation reccee and analysis of chosen locationsScheduleRisk AssessmentEquipment Booking FormsDeadline for Task 1:SeptemberTask 2 <br /> UNIT 5 Be able to apply pre-production techniquesWorking on:P1/M1/D1In your pairs, hold two production meetings to discuss the making of your Western Opening. Your meetings will be filmed and you need to write up the minutes for your meetings. 306705centerDeadline for Task 2:September<br />Task 3<br />UNIT 5 Be able to contribute in a technical capacityP2/M2P2/M2/D2 You will be filmed individually filming your Western Opening. You will need to demonstrate your knowledge of equipment, appropriate camera angles and framing. 115570-727710You will be observed setting up your lighting needed for filming. You will need to take photos of your lighting set up and annotate with the correct terminology. For a distinction, annotate with the effects you intended to create for the audience.Whilst you are filming you need to complete a production log, explaining how you contributed to directing your project. Explain what decisions you made and why and what effect you wanted to have on your audience.Deadline for Task 3:OctoberTask 4<br /> UNIT 6 Application of Post Production TechniquesP3/M3/D3 P3M3/D3Once you have your raw film footage you will need to prepare it for the editing/ post-production process. In order to this you will need to do the following tasks and record and file evidence in your post-production file that each stage is complete/ be signed off by your tutor before you move on to the next stage: Record the content of your rushes in a log including time codes.Mark the script by annotating the clips that correspond to each section. Label and store the resources in an appropriate and logical way. Import and save clips in the appropriate format. Compose an edit decision list to show the sequence/ duration/ content of the clips that you have decided to use.Select and justify your editing software and hard ware with a short paragraph.2652395128651023114010350502105025-5175885Maintain regular contact and communication with your client any telephone calls/ emails/ meetings will need to be formally recorded. h) You will now demonstrate your understanding of editing techniques and processes by selecting and applying techniques to your Western Opening.For P3Experiment with the different effects that you can add to your Western Opening and keep a log of which ones work/ do not work and why. This should include experimenting with..TransitionsPaceSoundContinuity techniquesFor a merit and distinction:3362325334645You should independently compile a sound track to accompany the film make sure a copy goes in your portfolio. Deadline for Task 4: November/DecemberTask 5<br />UNIT 5Review your production resultsP4/M4/D4115570102870You will complete a written evaluation of your Western opening considering the following points:Strengths and weaknesses of your project.How well you used the equipment and post production facilities.How well you worked in your pairs.An analysis of the effects you created with camerawork, lighting and editing.Deadline for Task 5:December <br />Self-Assessment Checklist:<br />TaskEvidenceUnit 5DeadlineComplete1aList of conventionsList of elementsP1 1bProposalP1/M1/D11cScriptStoryboardShooting ScriptLocation reccee and analysis of chosen locationsScheduleRisk AssessmentEquipment Booking FormsP1/M1/D12Meetings and minutesP1/M1/D13aFilming openingP2/M23bLighting annotation and photosM2/D23cProduction LogM2/D24aRushes LogP3/M3/D34bAnnotated ScriptP3/M3/D34cStoringP3/M3/D34dImporting clipsP3/M3/D34eEdit Decision ListP3/M3/D34fJustification editing softwareP3/M3/D34gClient CommunicationP3/M3/D34hEditing LogP34iSoundtrackM3/D35EvaluationP4/M4/D4<br />Bibliography of helpful resources<br />Websites:<br />www.videoforums.co.uk<br />www.poweroid-video-editing.co.uk/Video<br />www.wikipedia.org/wiki/Video_editing<br />www.video-editing-software-review.toptenreviews.com<br />www.computervideo.net<br />www.computer.howstuffworks.com/video-editing<br /> http://www.aboutvideoediting.com/books/index.shtml<br />Books:<br />Technique of Film Editingby Karel Reisz, Gavin Millar <br />Technique of Film and Video Editing: History, Theory, and Practiceby Ken Dancyger<br />Nonlinear - A Field Guide to Digital Video and Film Editingby Michael Rubin <br />Digital Video for Dummiesby Martin Doucette <br />The Digital Filmmaking Handbookby Ben Long, Sonja Schenk <br />Digital Non-linear Desktop Editingby Sonja Schenk <br />Nonlinear Editing: Storytelling, Aesthetics, & Craftby Bryce Button <br />Portfolio Submission<br />File and page number your portfolio (make sure it is all in the correct order);<br />Include a bibliography stating all your sources;<br />Use appendices to store any additional information e.g. your screen dumps or newspaper articles;<br />Complete the front cover with your name, the BTEC details and the unit details plus your teachers name.<br />