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BTEC Level Three
Diploma in
Creative Media Production
Year 12
Unit 1: Pre-Production Techniques for the Creat...
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THE COURSE
Welcome to the BTEC National Diploma in Creative Media Production....
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
YOUR RESPONSIBILITIES
 You are expected to treat all equipment and accommoda...
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
Unit 1: Pre-Production Techniques for the Creative Media Industries
Unit Intr...
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Unit 16: Film and Video Editing Techniques
Unit Introduction
This unit aims t...
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Unit 29: Music Video Production
Unit Introduction
In this unit, you will expl...
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Assessment Criteria for Unit 1:
Pre-Production Techniques for the Creative Me...
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
Assessment Criteria for Unit 29: Music Video Production
P1 Describe the purpo...
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
THE BRIEF
Sony Music Entertainment has asked you to create a new music video ...
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
TASKS
TASK ONE
(Unit 29 = P2, M2)
Create a slideshow presentation that ident...
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
TASK THREE
(Unit 29 = P2, M2, D2)
Write an illustrated case study that analy...
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TASK FIVE
(Unit 1 = P1, M1, D1) (Unit 29 = P3, M3, D3)
Working in your teams...
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TASK SEVEN
(Unit 1 = P3, M3, D3) (Unit 29 = P4, M4, D4)
Using the ideas and ...
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TASK DEADLINES
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Task 7
Task 8
Portf...
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RECOMMENDED READING
Key:
Author (year), Title (edition), Publisher.
Internat...
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NOTES
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Units 1, 16, 29 Assignment Brief

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Units 1, 16, 29 Assignment Brief

  1. 1. Page 1 of 16 BTEC Level Three Diploma in Creative Media Production Year 12 Unit 1: Pre-Production Techniques for the Creative Media Industries Unit 16: Film and Video Editing Techniques Unit 29: Music Video Production Name: ................................................................................................... Deadline: ...................................................................................................
  2. 2. Page 2 of 16  THE COURSE Welcome to the BTEC National Diploma in Creative Media Production. You will find this a practical, work-related course on which you will learn by completing projects and assignments based on realistic workplace situations, activities and demands. We aim to help you to develop your creative and technical skills, as well as helping you to gain an understanding of the underlying theory of digital media production. In addition to learning about the employment area you have chosen, you will develop the skills needed to start a career in the media industry. To do this, you will be required to produce a portfolio of practical productions supported by paperwork and theoretical research. To be successful in doing this, you will have to work both independently and within groups in a professional manner, showing yourself to be organised, resourceful, reliable, committed and being capable of meeting strict deadlines. We hope that you will benefit from this challenging, yet rewarding course and that it will lead to you continuing your studies or eventually finding a job in the media industry. 
  3. 3. Page 3 of 16  YOUR RESPONSIBILITIES  You are expected to treat all equipment and accommodation with care.  You are NOT allowed to bring food, drink or chewing gum into work areas.  You may NOT use mobile phones while you are working, unless otherwise instructed.  NEVER allow other students or friends to use equipment booked out to you, and do not leave equipment unattended at any time. If it is damaged, lost or stolen, it is YOUR responsibility! If you experience any problems with equipment, ask for help from your teacher. Do not try to repair equipment yourself. Please remember It is your responsibility to back up your work onto a memory stick at the end of every lesson. You are responsible for saving your work to the hard drive of the computer and the safekeeping of your original material. Please remember to take your memory stick at the end of every session, and only use the memory stick to transport work. You must provide a folder for each unit and bring it to every lesson. You will also be introduced to a referencing system to allow you to produce comprehensive bibliographies of the materials you have used in your study. How to contact your teacher… Telephone: 020 8498 1300 Blog: https://zcmediastudies.wordpress.com Google Mail: zchristodoulou.317@kingsolomonhigh.com Twitter: @ZCMediaStudies 
  4. 4. Page 4 of 16  Unit 1: Pre-Production Techniques for the Creative Media Industries Unit Introduction This unit will develop your understanding of and skills in pre-production. The unit covers planning and resourcing requirements for production and post-production, how to locate resources and how to organise your deployment. You will also develop an understanding of health, safety and legal issues in relation to pre-production. Pre-production, which mainly involves research and planning, is a vital ingredient of any successful media product. For example, the successful completion of a photographic fashion shoot for a magazine depends on locations, material and talent being available for the work to be undertaken. Successful location recording of video material depends on crew members and talent being in the right place at the right time. Good pre-production is vitally important where expenses are being incurred for people and materials, and where budgets and deadlines are to be met. Pre-production is generally undertaken by producers and their teams. A team could consist of a number of staff from location managers to set designers. All of them have a vital part to play in the production of a media product. Their work will include drawing up outline budgets and funding strategies, finding factual information, additional material and contributors, using archives, researching locations, undertaking risk assessments, and organising and coordinating logistics. Through following this unit, you will develop an awareness that any media production operates within limitations regarding time, facilities, personnel and budget. You will learn how to identify the requirements of a media production, and how to plan for the provision of those requirements. You will also learn that successful pre-production involves ensuring that all the various elements for production are in the right place at the right time. Additionally, the unit will enable you to conduct production risk assessments and develop an awareness of the rights and responsibilities of producers and other media professionals. Learning Outcomes 1. Understand requirements for a specific media production 2. Be able to prepare pre-production documentation for a specific media production 3. Be able to apply pre-production planning for a specific media production 
  5. 5. Page 5 of 16  Unit 16: Film and Video Editing Techniques Unit Introduction This unit aims to develop your skills in, and understanding of, moving image post- production processes. You will do this through exploring the professional practice of editing, and developing your own technical and creative skills. You will also develop an understanding of how your work can affect the final outcome of a production. Editing of film or video material is an essential part of any audio-visual production. Without the process of removing, adding and manipulating source material, all film and video would have to be shot in sequence and without mistakes. The process of editing involves making creative decisions about source material. It provides an opportunity for the creativity of the filming stage to be continued through to the finished product. Through study of the development and principles of editing, you will develop an insight into the ‘language’ of editing and the technical conventions used by editors to communicate with audiences. Skills will be practised through editing video material or, where facilities permit, film. You will also develop an understanding of how your work can affect the final outcome of a production. You will be able to experiment with editing processes and use your skills in the production of your own film and video products. You should learn that editing is not merely a technical process, but also an aesthetic one and you should be able to demonstrate this understanding through your practice, as well as the articulation of principles. Learning Outcomes 1. Understand the development and principles of editing 2. Be able to prepare moving image material for editing 3. Be able to edit moving image material 
  6. 6. Page 6 of 16  Unit 29: Music Video Production Unit Introduction In this unit, you will explore the purpose, styles and conventions of music video, then, develop, plan and produce a music video. There are many opportunities for the application of music video production techniques in the media industries. Besides the established outlets of TV music channels, marketing and promotion within the popular music industry and direct DVD sales, there are also websites of new and emerging artists, such as MySpace and YouTube, phone downloads, and VJing in music venues, at concerts and at festivals. Music videos provide the ideal opportunity for experimenting with visual moving imagery, allowing you to use your creative imagination to the maximum and to apply technical skills, which have been developed in other units. The study of established styles and conventions of the music video is a starting point, as you need to understand what has already been done in order to develop your own ideas. You can then experiment with techniques to create music videos, which might reflect your own musical interests. Alternatively, you might work for a band or artist to create a music video for a ‘live’ brief. You will also be able to enhance and further develop the transferable skills of video production. In particular, the post-production techniques of editing and effects application, with the potential for advanced techniques such as mixing digital or stop-frame animation with live footage, chroma key and matte effects. You will develop the creative knowledge needed to entertain and engage the target audience, to potentially consider the requirements of a client and fulfil the promotional purpose of the product. The development of creative concepts and the skills needed to apply them are readily transferable to many other genres including advertising, drama and computer game design. Learning Outcomes 1. Understand the purpose of music videos 2. Understand the styles, conventions and techniques of music videos 3. Be able to originate and plan a music video production for a specific music track 4. Be able to work to complete production of a music video 
  7. 7. Page 7 of 16  Assessment Criteria for Unit 1: Pre-Production Techniques for the Creative Media Industries P1 Outline requirements and sources of requirements for a specific media production M1 Explain in some detail and competently present requirements and sources of requirements for a specific media production D1 Comprehensively explain and present to a quality that reflects near-professional standards fully detailed requirements and sources of requirements for a specific media production P2 Generate outline pre- production documentation for a specific media production with some assistance M2 Generate competent, carefully presented and detailed pre-production documentation for a specific media production with only occasional assistance D2 Generate thorough and comprehensively detailed pre- production documentation for a specific media production, working independently to professional expectations P3 Apply pre-production planning to a specific media production working with some assistance M3 Apply pre-production planning to a specific media production competently with only occasional assistance D3 Apply pre-production planning to a specific media production to a quality that reflects near-professional standards, working independently to professional expectations Assessment Criteria for Unit 16: Film and Video Editing Techniques P1 Describe the development and principles of editing with some appropriate use of subject terminology M1 Explain the development and principles of editing with reference to detailed illustrative examples and with generally correct use of subject terminology D1 Critically assess the development and principles of editing with supporting arguments and elucidated examples, and consistently using subject terminology correctly P2 Apply editing preparation techniques with some assistance M2 Apply editing preparation techniques competently with only occasional assistance D2 Apply editing preparation techniques to a technical quality that reflects near- professional standards, working independently to professional expectations P3 Apply editing techniques working within appropriate conventions and with some assistance M3 Apply editing techniques to a good technical standard showing some imagination and with only occasional assistance D3 Apply editing techniques to a technical quality that reflects near-professional standards, showing creativity and flair and working independently to professional expectations 
  8. 8. Page 8 of 16  Assessment Criteria for Unit 29: Music Video Production P1 Describe the purposes of music videos with some appropriate use of subject terminology M1 Explain the purposes of music videos with reference to detailed illustrative examples and with generally correct use of subject terminology D1 Comprehensively explain the purposes of music videos with elucidated examples and consistently using subject terminology correctly P2 Describe the styles, conventions and techniques of music videos with some appropriate use of subject terminology M2 Explain the styles, conventions and techniques of music videos with reference to detailed illustrative examples and with generally correct use of subject terminology D2 Comprehensively explain the styles, conventions and techniques of music videos with elucidated examples and consistently using subject terminology correctly P3 Originate and plan a music video production for a specific music track working within appropriate conventions with some assistance M3 Originate and plan a music video production for a specific music track effectively showing some imagination and with only occasional assistance D3 Originate and plan a music video production for a specific music track to a technical quality that reflects near- professional standards, showing creativity and flair and working independently to professional expectations P4 Work to complete production of a music video working within appropriate conventions and with some assistance M4 Work competently to complete production of a music video showing some imagination and with only occasional assistance D4 Work to a technical quality that reflects near-professional standards to complete production of a music video, showing creativity and flair and working independently to professional expectations 
  9. 9. Page 9 of 16  THE BRIEF Sony Music Entertainment has asked you to create a new music video for one of their artists. However, the track that you choose to use must be an unreleased track from one of your chosen artist’s albums. To see a list of their artists, visit www.sonymusic.co.uk/artists. You will be required to plan, design and arrange all of the pre-production, production and post-production work in preparation for submitting your music video of your favoured artist. As with any production work, you will need to be arranged into a production group and mutually agree on the job roles for each member. Some of the tasks, though, will be individually undertaken. 
  10. 10. Page 10 of 16  TASKS TASK ONE (Unit 29 = P2, M2) Create a slideshow presentation that identifies different genres of music, along with examples of artists from that genre. Following this task, and to further demonstrate your knowledge of the varying genres of music, choose two music genres and explain the similarities and differences between them. Aim to include some links to exemplar music videos from your chosen genres. Things to consider: Variety of genres; range of artists; links and screenshots of music videos; similarities or differences in audience/rhythm/pace/video styles.  TASK TWO (Unit 29 = P1, M1, D1) Design a slideshow that explains and illustrates the numerous purposes of a music video. Things to consider: Promotion of artist; promotion of record label; representation; synergy; album sales; Laura Mulvey’s Male Gaze theory (1975). 
  11. 11. Page 11 of 16  TASK THREE (Unit 29 = P2, M2, D2) Write an illustrated case study that analyses and critically evaluates two different music videos from two different genres. Conclude the case study with a comparison of your two chosen videos. Things to consider: Genre and style; codes and conventions (iconography, lip synch, dance choreography, song’s meaning, allusion, links to other artists, representations); narrative (linear, non- linear, open-ended, closed, single-strand, multi-strand); camera shot types, angles and movement.  TASK FOUR (Unit 16 = P1, M1, D1) Create a slideshow presentation that explains and illustrates…  The purpose of editing  The various editing techniques used to engage viewers  The history and development of editing Try to use illustrated examples from music videos, films and television programmes. Things to consider: Purpose (manipulate time and interpretation); principals (storytelling, 180o rule, creating pace, combination of shots); techniques (continuity, cutaway, ellipsis, fast/slow motion, match cut, match-on-action, parallel editing, shot-reverse-shot); transitions (fade in, fade out, dissolve); development (analogue, digital, smartphone software). 
  12. 12. Page 12 of 16  TASK FIVE (Unit 1 = P1, M1, D1) (Unit 29 = P3, M3, D3) Working in your teams, hold a brainstorming session about the resources that you will need for production, as well as the regulations that you must take into consideration when making the music videos. This brainstorm must then be written up as an illustrated report that explains why you require each resource. Things to consider: Resources (audio track, sources of finance, video cameras and other filming equipment, photo cameras, filming locations, editing software, Internet access, desktop publishing software); regulations (the British Board of Film Classification; the Copyright, Designs and Patents Act 1988); time (deadlines); contributors (cast, crew).  TASK SIX (Unit 1 = P2, M2, D2) (Unit 29 = P3, M3, D3) You must now plan, design and undertake the following pre-production documentation: i. Production schedule (on-going) ii. Treatment iii. Budget iv. Script v. Storyboard vi. Location scout form(s) vii. Site plan(s) viii. Risk assessment(s) ix. Location release form(s) x. Talent release form(s) xi. Shooting schedule xii. Call sheets As a group, you must keep a weekly record of minutes of meetings, which will illustrate your progress as a group. 
  13. 13. Page 13 of 16  TASK SEVEN (Unit 1 = P3, M3, D3) (Unit 29 = P4, M4, D4) Using the ideas and pre-production documents that you have created, you must now begin filming your music videos. All group members must contribute to the filming of the music video. Things to consider: Purpose; target audience; continuity; variety of shot types; mise-en-scène; suitable sounds.  TASK EIGHT (Unit 16 = P2, M2, D2 / P3, M3, D3) (Unit 29 = P4, M4, D4) Log the footage that you have taken using an Edit Decision List – this will help you with the editing of the music video. All group members must contribute to the editing of the video. Things to consider: Continuity; cuts matching beat; variety of camera shots. 
  14. 14. Page 14 of 16  TASK DEADLINES Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Portfolio hand-in 
  15. 15. Page 15 of 16  RECOMMENDED READING Key: Author (year), Title (edition), Publisher. International Standard Book Number Branston G and Stafford R (2010) The Media Student’s Book (fifth edition), Routledge. ISBN: 978-0-415-55842-6 Long P and Wall T (2009) Media Studies: Texts, Production and Context, Pearson Education. ISBN: 978-1-4058-5847-2 Schwartz L (2007) Making Music Videos: Everything You Need to Know, Watson-Guptill. ISBN: 978-0-823-08368-8 Turow J (2011), Media Today (fourth edition), Routledge. ISBN: 978-0-415-87608-7 Vernallis C (2004) Experiencing Music Video: Aesthetics and Cultural Contexts, Columbia University Press. ISBN: 978-0-2311-1799-9 About’s How to Shoot a Music Video Step-by-Step – musicians.about.com/od/musicindustrybasics/ss/makeavideo.htm Sound on Sound’s A Recording Musician’s Guide to Making a Music Video – www.soundonsound.com/sos/may10/articles/makingmovies.htm The Sector Skills Council for Creative Media – www.creativeskillset.org WikiHow’s How to Make a Music Video – www.wikihow.com/Make-a-Music-Video 
  16. 16. Page 16 of 16 NOTES

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