2015 2016 assignment brief 1,16,2, 22 final

Assignment Brief
Qualification: Level 3 BTEC National Extended Diploma in Creative Media Production (TV & Film)
Unit:
1: Pre-Production Techniques for the Creative Media Industries; 2: Communication Skills
for Creative Media Production; 16: Film and Video Editing Techniques; 22: Single Camera
Techniques
Assignment: Short Film Project
Start date: 12th
September 2015
Deadline date:
Interim Deadline: 27th
November.
Final Deadline – 15th
April
Assessing tutor: Rich Barton
Applied Learning Scenario:
You have been asked to create a short film of not more than 5 minutes for entry into the London Short Film Competition
http://shortfilms.org.uk/. The genre of the film should be a Thriller/Drama shot using only a single camera. It must have
suitable coverage using a variety of set ups, angles and shot types to create meaning and interest. It needs to maintain
continuity and demonstrate the use of alternative narrative structures and perspectives to create mystery and
suspense. The storytelling is up to you, but the content must conform to conventions of filmmaking and the Thriller
genre. It must be a complete story (not part of a series) and it must be suitable for particular age range or target
audience chosen by you. You should consider a style for your film in terms of camera, lighting, mise-en-scene and
editing to create the expected mood and atmosphere.
Analysis:
You need to begin by understanding the genre of single camera drama and its various types.
Ideas and Research:
Having looked at single camera dramas, you now need to begin to think about your short film and therefore your own
single camera drama. You also need to research the content of the piece, the target audience and how viable the
production will be.
The Pitch:
Building on task 2, you need to create a report into your film and how successful it will be as a media product.
Before any product gets the green light, the all important pitch to programme commissioners needs to be made and
you are expected to use the information in your report and present a pitch with flair and professionalism
Understanding requirements:
You need to understand how the industry works and what procedures need to be followed in order to produce a short
film (or any Media product).
Preliminary Skills Assessment:
Having looked at single camera dramas, you now need to begin to think about your short film and therefore your own
single camera film. You will start with an individual 1 minute film.
The Plan:
Assuming your project was given the green light, you now begin to fully plan your film down to the last detail.
Production:
Having fully planned down to the last detail, your production stage should go smoothly and you should produce enough
raw footage to put together a professional looking short film.
Post-Production:
After looking at the edit process and how it has developed, you need to prepare your footage for edit and then put
together your final piece with sound and music to make a professional looking short film.
Learning outcomes:
1

Unit 1:
On completion of this unit a learner should:
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
Unit 2:
1 Be able to extract information from written sources
2 Be able to create a report in a media production context
3 Be able to pitch a media production proposal using appropriate technology
Unit 16:
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
Unit 22:
1 Understand the features of single camera production
2 Be able to plan a single camera production
3 Be able to apply single camera techniques in a production
2

What you have to do
Task Assessment Evidence Assessment Focus
TASK 1: Short Film Analysis
a) From studying class examples of single camera techniques in
Short Films and TV Drama. Film and source your own examples
of narrative structures and single camera set-ups and techniques.
Allocated class examples TV Drama Daredevil, Breaking Bad.
Edit these clips into a Video Commentary
1. A class edited video guide explaining the benefits/limitations
of Single Camera Techniques, and the purpose/meaning
created by their use
Single camera techniques:
• 180 deg rule
• Rule of 3rds
• Master shot
• Close up
• Establishing Shot
• 2-Shot
• Long Shot
• High and Low Angles
Narrative Structures
• Linear (or sequential), Non-linear (or non-sequential),
• Flashback or Flash-forward
• Realist or anti-realist;
• Open or closed endings
• Restricted or Omniscient
Grading Criteria:
Unit 22: P1/M1/D1
PLTS:
Independent enquirers:
planning and carrying out
research into existing single
camera productions
Functional Skills:
ICT:
Select and use a variety of
sources of information
independently for a complex
task
English:
reviewing literature and
websites to find examples of
short films and to find out
about the uses, characteristics
and
technology
b) Through looking at a range of different Single Camera
Productions, and using the key terms to guide you, analyse at
least 3 different examples of formats (Series, Serial, Single
Drama) and compare and contrast them.
1. Annotated Thriller/Drama Genre Moodboard
2. A blog report outlining:
• Narrative structures
• Formats (Series, Serial, Single Drama)
• Thriller/Drama Genre conventions
https://youtu.be/c_PkmZTRVMw
https://youtu.be/HinUychY3sE
3

c) Looking at 3 Short Films, look at the technical aspects in terms
of how they use cameras, lighting, sound and editing.
Analyse the whole film and discuss how they have been
constructed in order to appeal to and entertain the audience,
using subject terminology.
1. A blog post or Video Commentary that explains the use of
the following in the Short Films:
• Narrative structures
• Formats (Series, Serial, Single Drama)
• Thriller/Drama Genre conventions
• Technical (Camera, Editing, Lighting, Sound, Mise-en-scene)
Key Terms that you should be using in your work:
• Formats: e.g. series, serial, single drama; genre, e.g. period, dramadoc, crime, soap opera, comedy
• Narrative structures: e.g. linear (or sequential), non-linear (or non-sequential), flashback, realist, anti-realist; endings, e.g. open, closed
• Technical: camera; lighting; sound; editing; scripting; building a scene; building a story
4

What you have to do
TASK 2: Development of Film Editing
a) A study of the development of editing from the very earliest
films by the Lumiere brothers and Meliez, the early
experimentalists such as Griffiths and Eisenstein, Vertov and
to the mid-twentieth century Scorcese & Kubrik, and
Goddard to current practitioners in Music Videos,
Documentary and TV Drama. You will compare examples
from fiction, non-fiction and advertising. However, they may
be well advised to concentrate on one form for the practical
elements of the unit.
1. Class Timeline on the Development of editing with
commentary and video/image examples (Timeglider)
2. Learners will produce a video on their blog about editing
(using a mixture of stock footage, images and audio
commentary) You will describe:
• the principles of editing
http://www.slideshare.net/phele1512/principles-and-
purposes-of-editing-presentation
• the purposes of editing
• how editing has developed over time
http://www.slideshare.net/katierothery/history-of-editing
https://youtu.be/Xr-N3fSo62w
https://youtu.be/6uahjH2cspk
Grading Criteria:
Unit 22: P1/M1/D1
PLTS:
Independent enquirers:
planning and carrying out
research into existing single
camera productions
Functional Skills:
ICT:
Select and use a variety of
sources of information
independently for a complex task
English:
reviewing literature and websites
to find examples of short films
and to find out about the uses,
characteristics and
technology
b) You will source mix of archive and practical captured examples of
editing conventions and techniques seamless; continuity;
motivated; montage; jump-cutting; parallel editing; 180o rule;
splicing; transitions, eg cut, dissolve, fade, wipe; cutaways; point
of view shot; shot-reverse-shot; providing and withholding
information; editing rhythm; crosscutting; cutting to soundtrack
1. Editing Techniques practical video
2. Annotation explaining the purpose and uses of each
https://youtu.be/FinhQb3jiAs
https://youtu.be/7LXQg6t4q2A
c) Edit a given Short Film from previous L3 Btec footage
Import, Organise footage, Editing Logs, Rough Cut, Sound, and
evaluation of decisions with screen captures
• Development: in-camera editing; following the action; multiple points of view; shot variation; manipulation of diegetic time and space; film, video; analogue; digital
• Purposes: storytelling, eg engaging the viewer, development of drama, relationship to genre, creating motivation; combining shots into sequences; creating pace
• Conventions and techniques: seamless; continuity; motivated; montage; jump-cutting; parallel editing; 180o rule; splicing; transitions, eg cut, dissolve, fade, wipe;
cutaways; point of view shot; shot-reverse-shot; providing and withholding information; editing rhythm; crosscutting; cutting to soundtrack
5

What you have to do
TASK 3: Ideas & Preliminary Skills Assessment (Individual)
a) Using the techniques learned in lessons about narrative – i.e
Todorov’s theory, Barthes Enigma and Action Codes and Propp’s
stock characters, Non-Linear, Multi-stranded, Parallel develop an
idea for a 1 minute short film plot and characters – you need to
document this process with minutes of meetings and show the
process of ideas generation that you have gone through with a
personal diary or log.
1. Treatment
2. Storyboard
3. Recce
4. Script
5. Casting
6. Diary/Log
7. Influences (Research into your story)
Grading Criteria:
Unit 2 P1/M1/D1
Unit 22 P2/M2/D2
PLTS:
Creative Thinkers:
generating ideas and exploring
possibilities for a short film
Reflective learners:
setting goals with success criteria
for their production work.
Team workers:
managing discussions to reach
agreements and achieve results
Functional Skills:
ICT:
Use ICT to effectively plan work
and evaluate the effectiveness of
the ICT system they have used
English
taking part in brainstorming
sessions to generate ideas as a
response to a creative brief
presenting the final motion
graphics sequence to their peer
group and talking about it
b) Primary research into your audience and their preferences or
understanding of the genre or style of film that you are producing.
Questionnaires, Vox pops or interviews with your target audience
that have been analysed to show your understanding of them.
c) Research the elements that would be needed for a production –
this is both background research to inform your story and research
into the elements that you will need to produce it such as a budget,
types of location, types of costume and mise-en-scene.
A comprehensive amount of research which is fully referenced,
with summaries and notes to show that you have understood it.
d) Shoot (using rule of 3rds, 180 deg rule, low and high angles,
master shots and coverage) and edit your Individual 1 minute Short
Film (using continuity techniques)
Completed 1 minute Thriller/Drama Short Film using Non-
Linear/Non-Linear Editing
e) Crit. Show each other the 1 minute short and upload to YouTube.
The class will vote on the best ones which will be made into the 5
Crit and Evaluation of improvements
6

minute project as a group production in 3’s. Each of will have a
clearly defined role and responsibility for the production.
• Written sources: eg books, journals, websites, magazines, newspapers, handouts
• Reading: with concentration; skim-reading: scanning; using index; using word search; using phrase search
• Extract information: eg write notes, summarise, highlight text, annotate document, underline passages, copy and paste extracts
• Originate ideas: group and individual brainstorming; analysis of each idea; selection; justification
• Develop an idea: eg mood boards, thumbnails, mock-ups, surveys
• Constraints: time; costs; personnel; resources; legal and ethical considerations, eg privacy, libel law, defamation, race discrimination law, data protection, freedom of information; codes of practice; copyright (requirement,
owner, clearance, cost)
• Research an idea: audience research, eg age, gender, socio-economic grouping, lifestyle, location; audience figures, eg RAJAR, BARB, ABC, CAA, ELSPA, ChartTrack, MCV; primary content research, eg interviews,
questionnaires, own observations; secondary content research, eg newspapers, magazines, books, audio, audio-visual, electronic, internet, archives, libraries; research into competitors; research into market
• Devising: finding ideas; developing ideas; narrative structures; character; scripts; treatments; storyboards
• Resources: talent; properties; costume; locations; video recording and playback equipment; audio recording and playback equipment; lighting equipment; sound and visual effects
• Planning: treatments; shooting scripts; records of pre-production meetings; shooting schedules; call sheets; production roles; floor or location plans; prop lists; daily report sheets; production schedules
• Health and safety: risk assessments (studio, locations)
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What you have to do
TASK 4: The Pitch
a) Create a report to be presented to a producer or producers
detailing all of the information that you have discovered through
your research. Most importantly, this report must SELL the idea
of your film – so it must include why the film should be made and
how it will appeal as a product to a target market
A detailed written report in the form of a script or prose for the group
to read out as part of a presentation.
Grading Criteria:
Unit 2 P2/M2/D2, P3/M3/D3
P4/M4/D4, P5/M5/D5
PLTS:
Independent Enquirers
presenting information orally and in
writing using reasoned arguments
and evidence, and providing
supporting evidence
Creative Thinkers
generating ideas for pitches, asking
questions in production contexts to
extend their thinking
Reflective Learners
presenting ideas, inviting feedback
and dealing positively with praise,
setbacks and criticism,
communicating ideas for different
audiences using oral presentations
and written formats, setting goals and
success criteria for their
development, reviewing their own
progress and acting on the outcomes
Self Managers
organising time and resources to
create effective reports or pitches
responding positively to change,
seeking advice and support when
needed
Functional Skills:
ICT:
using ICT to plan and prepare oral
and written presentations in a variety
of formats
English:
making valid contributions to class
discussions and focus groups
communicating effectively to
audience during oral presentations
b) Create a presentation to go with your report which is to be used
as a prompt rather than containing all of the information. This is
then pitched to a producer using all of the skills associated with
presenting that you have learned through your lessons
A PowerPoint presentation to go with your report
c) Report review – each member of the group needs to take a copy
of the report and PowerPoint and adjust them based upon the
feedback from peers and staff following their presentation – this
process must be documented in your log or diary and will be your
own final version to hand in.
A finalised copy of your report and PowerPoint presentation.
• Create report: content; structure; linguistic register; summary; index; presentation; visuals, eg illustrations, graphics, charts, graphs
• Contexts: eg for client, for employer, market assessment, market analysis, product analysis, self-evaluation
• Revision: proof-reading (spelling, punctuation, grammar, clarity of expression, structure of content); electronic checks (spelling, punctuation, grammar, thesaurus)
• Proposal: content outline; target audience; resources; personnel requirements, eg cast and crew, team, specialists; budget; project schedule
8

• Pitch: style; format, eg PowerPoint, video presentation, multiple presentation; technology, eg video screen, projector, audio playback; product information (content outline, target audience, resources, cast and
crew requirements, budget, project schedule, market fit); preparation of materials; rehearsal of pitch; delivery of pitch
9

What you have to do
TASK 5: Understanding requirements (Pre-prod)
a) Research into sources of funding for a film giving examples of
films that have been funded by these sources and how it has
helped them to be successful – this could be through grants or
investments.
A document or presentation about funding for films with examples.
Grading Criteria:
Unit 1 P1/M1/D1
PLTS:
Independent Enquirers:
Investigating requirements for
production in the media
industries.
Functional Skills:
ICT:
researching materials and
resources for pre-production
English
researching the techniques and
conventions of pre-production
work
b) Research what regulatory bodies your film would have to go
through for general release (such as BBFC or the ASA if you are
advertising it) and find out the rules that you would need to
comply with.
A document or presentation about regulatory bodies and the rules
that you would need to comply with.
c) Find out about the copyright issues relating to any archive
material or music that you may use and state how you would go
about getting permission to use this (try MCPS).
A document or presentation about the copyright issues and what
you would need to do.
• Type of production: eg film, television, video, radio, audio, interactive media, web, computer game, print, photo-imaging
• Finance: sources of finance; requirements, eg equipment, transport, talent, crew, materials, facility hire, clearances
• Time: eg deadlines, availability of equipment, availability of personnel, timescales for clearances
• Personnel: size of team; roles; skills and experience; resourcing; availability; costs; team or crew CVs
• Facilities: eg production equipment, post-production equipment, facility houses, outsourcing; availability; costs
• Materials: type, eg original materials, archive and library materials, photo-library materials, sound library materials, internet, assets, audio, script, animatics, graphics, interviews,
costumes, properties, recorded music; sources; costs; clearances
• Contributors: type, eg specialists, experts, talent, public; contributor biographies
• Codes of practice and regulation: clearances, eg Mechanical Copyright Protection Society-Performing Rights Society Alliance (MCPS-PRS), model releases, location permissions; legal,
eg copyright, health and safety; insurance, eg public liability, completion insurance; regulatory bodies, eg Ofcom, Press Complaints Commission (PCC), Advertising Standards Authority
10

(ASA), British Board of Film Classification (BBFC); trade unions, eg Producers’ Alliance for Cinema and Television (PACT), National Union of Journalists (NUJ), Broadcasting
Entertainment, Cinematograph and Theatre Union (BECTU)
What you have to do
TASK 6: Planning
Pre-production portfolio for 5 minute film
• Director (Shooting Script, Casting, Art Dept, Rehearsals),
• Producer (Production Schedule, Call Sheets, Location
Scout & Permissions/Risk Assessment & Budget),
• D.O.P. (Shot List and Storyboard). Groups will be recruited
by ability from previous 1 minute film.
Grading Criteria:
Unit 1 P2/M2/D2
PLTS:
Independent Enquirers:
Investigating requirements for
production in the media
industries. Identifying resources
required for a production
Self Managers:
Taking responsibility for
implementing a pre-production
plan. Taking responsibility for
tasks which are crucial to the
success of a group project.
Team workers:
Applying pre-production planning
to a group-based media
production. Taking a role within a
group production
Functional Skills:
ICT:
Use ICT to effectively plan work
English
writing treatments, scripts,
schedules, and reports on
preproduction techniques
a) A full script needs to be written for your short film including all
shots, action and dialogue
• A complete shooting script using correct format
b) Identify the roles that each of you will take during the production
process and write a full explanation and justification as to why
each of you is taking on that role
• A document justifying your choices for each crew member’s
pre-production role and responsibility on set/location
c) List the actors for your film and justify why they were chosen to fill
those roles
• Casting research (images & document justifying your
choices for each acting role)
d) From your script, produce a storyboard and shot list • A Full 5 minute Storyboard
• Shot List (Grouped by A Roll and B Roll – 1
st
/2ns Unit
Shoot)
e) Perform a location recce and fill in both Location reports and risk
assessments. From this a shooting schedule can be created
including details of all cast, crew, equipment, costume and props
for each individual shoot.
• Location reports, risk assessments for each location &
shooting licence
• A shooting schedule with full details of all elements required
(with shots grouped by set up)
11

• Call Sheets
f) Create actor and location release forms to be signed during
filming
• Actor and Location release documents
• Procedure: identify finance available; identify personnel needed; identify personnel available; identify resources needed; identify resources available; prepare budget; contract
personnel; book resources; prepare schedules; identify health and safety implications; identify legal implications; identify risks to project
• Documentation: production documentation, eg scripts, storyboards, mood boards, thumbnails, properties, contact lists, location recces; production schedules; budget; clearances; plans,
eg location plans, studio plans; health and safety assessments; risk assessments; contingency plans
• Planning: agreed production roles; job allocation; task definitions and deadlines; agreed content outline within proposal; preliminary and regular team meetings; agendas and minutes;
proposed schedules; logistics, eg personnel, equipment, locations, additional facilities, additional resources; contingency, eg resources backup, logistics backup; time frame for project
maturity; risk assessments
• Production management: pre-production phase; production phase; post-production phase; project management techniques, eg spreadsheet, dedicated software, agile methods,
scrums; team and individual performance; contingency plans for staffing and resources; monitoring and reviewing; problem solving; prioritisation; crisis management; quality control;
meeting submission dates; modifications after completion
• Product: technical and aesthetic qualities; realisation of proposal; fitness for purpose, eg audience, commissioning organisation or agency, client
What you have to do
TASK 6: Production
a) Shoot your film! But consider the following:
• Always use a marker (such as a clapper board on each take
of each shot)
• Check the camera settings – then check them again
(including white balance, gain and sound settings)
• Always have someone listening on headphones to make sure
that the sound is good, clear and free from background
In your production teams you will now film your group’s project
ensuring you address the feedback to improve lighting, variety if
shots and angles, maintenance of continuity, framing, use of non-
linear or alternative narrative structures
Files of your raw footage ready for editing (also called rushes)
Grading Criteria:
Unit 1 P3/M3/D3
Unit 22 P3/M3/D3
PLTS:
Creative Thinkers:
Adapting ideas as circumstances
change whilst working on single
camera productions. Adapting
their ideas as circumstances
change
Self Managers:
Organising time and resources
and prioritising actions when
producing projects. Seeking out
challenges or new responsibilities
and showing flexibility when
priorities change. Deal with
12

noises
• Check the light – use lights and reflectors – especially if the
light is coming from behind your actors or part of their face is
in shadow (unless you are specifically going for that effect)
• Set up your shots carefully considering Mise-en-scene
• One take is rarely enough!! Do 2 or 3 per shot to make sure
and give your editor more choice
• Make a record during the shoot of which takes worked well
and which are bad
competing pressures, including
personal and work-related
demands. Responding positively
to change, seeking advice and
support when needed.
• Elements of production: logistics; finance; creative processes
• Project management: personnel management; resource management; time management; monitoring progress; risk management; crisis management; maintaining documentation
• Production process: rehearsals; shoot; shooting records; production logs; technical competencies; creative abilities; own work; teamwork
What you have to do – NB: all work in this section is INDIVIDUAL not group.
TASK 7: Post Production
Edit your final piece using Premiere and considering some of the
following:
• The pace of the piece
• Continuity
• Sound quality and levels
• A final edited film in AVI format and uploaded to the
YouTube, then embedded to the production blog
Grading Criteria:
Unit 22 P3/M3/D3
PLTS:
Creative Thinkers:
Generating ideas and exploring
possibilities when editing sound and
picture for a specific purpose, and
using conventions and techniques to
create meaning. Connecting their own
and others’ ideas and experiences in
inventive ways by using knowledge of
13

• Image quality
• Appropriate use of transitions
• Soundtrack and balance
The flow of the piece and how engaging it will be to an audience
the work of professional editors to
inform their own work. Adapting ideas
as circumstances change whilst editing.
Self Managers:
Working towards goals, showing
initiative, commitment and
perseverance
Organising time and resources, and
prioritising actions when engaged in
editing work.
Functional Skills:
ICT:
using editing software to select, refine
and combine material on a
timeline
• Development: in-camera editing; following the action; multiple points of view; shot variation; manipulation of diegetic time and space; film, video; analogue; digital
• Purposes: storytelling, eg engaging the viewer, development of drama, relationship to genre, creating motivation; combining shots into sequences; creating pace
• Conventions and techniques: seamless; continuity; motivated; montage; jump-cutting; parallel editing; 180o rule; splicing; transitions, eg cut, dissolve, fade, wipe; cutaways; point of view shot; shot-reverse-shot; providing
and withholding information; editing rhythm; crosscutting; cutting to soundtrack
• Preparation techniques: checking material for faults; synchronising rushes; producing a rushes log; marking up a script; labelling tapes; storing tapes or film; producing an edit decision list; creating bins; clarifying the
purpose of the work with a client or director
• Preparing to edit: importing clips; bins; timelines; storage and folder management; online and offline editing; formats; resolution
• Editing technology: software applications; hardware, eg non-linear, linear; high definition; standard definition; tapes; hard disc; data transfer rates; exporting productions; file types, eg mov, avi, flv; compression
• Editing process: use appropriate techniques, eg seamless, continuity, motivated, montage, jump-cutting, parallel editing; use appropriate transitions, eg cut, dissolve, fade, wipe; use appropriate conventions, eg cutaways,
cutting on action, creating juxtapositions, intercutting; pace effectively; convey information effectively; use sound to create impact; synchronise sound and vision; mix soundtracks; overlap sound; offline edit; online edit
• Post-production tools: on screen text; image editing; audio editing
14

Sources of Information
Useful Websites
Textbooks:
• Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book (Pearson, 2010) ISBN 978-
1846906725
• Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching Resource Pack (Pearson, 2010) ISBN
978-1846907371
• Gates R – Production Management for Film and Video, 3rd Edition (Focal Press, 1999) ISBN 978-0240515533
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 2nd Edition (Focal Press, 2001) ISBN 978-
0240804088
• Millerson G – Video Production Handbook (Focal, 2008) ISBN 978-0240802398
• Mitchell L – Production Management for Television (Routledge, 2009) ISBN 978-0415424813
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd Edition (Focal Press, 2003) ISBN 978-0240809076
• Bradbury A – Successful Presentation Skills, 3rd Edition (Koogan Page, 2006) ISBN 978-0749445607
• Condrill, J and Bough, B – 101 Ways to Improve Your Communication Skills Instantly (GoalMinds Inc, 1999) ISBN 978-0966141498
• Cottrel S – Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Macmillan, 2005) ISBN 978-403996855
• Hargie, O – The Handbook of Communication Skills, 2nd Edition (Routledge, 1997) ISBN 978 0415123266
• Jeffries L and Mikulecky B – More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster (Pearson, 2003)
ISBN 978-0130611994
• Chandler G – Cut by Cut: Editing Your Film or Video (Michael Wiese, 2004) ISBN 978-0941188999
• Dancyger K – The Technique of Film and Video Editing: History, Theory, and Practice, 4th Edition (Focal, 2006) ISBN 978-0240807652
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 4th Edition (Focal Press, 2009) ISBN 978-
0240810829
• McGrath D – Editing and Post-Production (Focal Press, 2001) ISBN 978-0240804682
• Murch W – In the Blink of an Eye: A Perspective of Film Editing, 2nd Edition (Silverman-James Press, 2001) ISBN 978-1879505629
• Orlebar J – Digital Television Production (Hodder Arnold, 2001) ISBN 978-0340763230
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd edition (Focal Press, 2007) ISBN 978-0240809076
• Rubin M – The Little Digital Video Book, 2nd Edition (Peachpit, 2001) ISBN 978-0321572622
• Wells P – Digital Video Editing: A User’s Guide (Crowood, 2007) ISBN 978-1861269522
• Evans R – Practical DV Film Making, 2nd Edition (Focal Press, 2005) ISBN 978-0240807386
• Figgis M – Digital Film Making (Faber, 2007) ISBN 978-0571226252
• Gloman C— No-budget Video Production: Producing Professional Quality Commercials, How-to’s, Training and Features – for
Virtually Nothing (McGraw Hill, 2002) ISBN 978-0071412322
• Hardy P – Filming on a Microbudget, 3rd Edition (Pocket Essentials, 2008) ISBN 978-1842433010
• Jones C and Joliffe G – The Guerilla Film Makers Handbook, 3rd Edition (Continuum, 2006) ISBN 978-0826479884
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 4th Edition (Focal Press, 2009) ISBN 978-
0240810829
• Logan J and Schellhardt L – Screenwriting for Dummies, 2nd Edition (J Wiley, 2008) ISBN 978-0470345405
• Millerson G – Video Production Handbook, 4th Edition (Focal Press, 2008) ISBN 978-0240520803
• Musberger R – Single Video Camera Production, 4th Edition (Focal Press, 2005) ISBN 978-0240807065
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd Edition (Focal Press, 2007) ISBN 978-0240809076
• Thurlow C – Making Short Films: The Complete Guide from Script to Screen, 2nd Edition (Berg, 2008) ISBN 978-1845208042
Websites:
www.bbc.co.uk/dna/filmnetwork/Filmmakingguid
e
– BBC information about film making
www.bectu.co.uk
– roles in the media industries
www.celtx.com
– free pre-production software
www.primary-film-
focus.co.uk/filmpreproduction.html
– information about film production techniques
www.bbc.co.uk/keyskills
– online resources for practising communication
skills
www.learndirect.co.uk
– government website with links to online courses
www.mindtools.com
– free online tools which help you discover and
develop essential communication skills
and techniques
www.allpm.com
– a project management site with useful resources
www.skillset.org/interactive/careers/article_4754_1
.asp
– Skillset’s pages on the role of a project manager
www.firstlightmovies.com
– First Light exists to encourage film making
amongst young people and has links to Skillset
and the UK Film Council
www.nt12.orbital.net/bksts/about.asp
– BKSTS (British Kinematograph Sound &
Television Society) organises events, courses, and
new equipment demonstrations)
www.shootingpeople.org/account/auth.php
– Shooting People, a film making forum
15

Unit:
1: Pre-Production Techniques for the Creative
Media Industries
Assessment and Grading Criteria
In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.
The assessment criteria for a PASS grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
To achieve a MERIT grade your work must
show that, in addition to the PASS criteria,
you are able to:
To achieve a DISTINCTION grade your work
must show that, in addition to the PASS
and MERIT criteria, you are able to:
P1 outline requirements and sources of
requirements for a specific media production
[IE]
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 preproduction
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. [TW, SM]
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
16

Unit: 16: Film and Video Editing Techniques
you are able to:
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.
[CT]
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.
17

Unit: 22: Single Camera Techniques
you are able to:
P1 describe the features of single camera
production with some appropriate use of subject
terminology
M1 explain the features of single camera
production with reference to detailed
illustrative examples and with generally correct
use of subject terminology
D1 comprehensively explain the features of
single camera production with reference to
elucidated examples and consistently using
subject terminology correctly
P2 generate outline plans for a single camera
production working within appropriate
conventions and with some assistance [CT]
M2 generate detailed ideas for a single camera
production showing some imagination and
with only occasional assistance
D2 generate thoroughly thought out ideas for a
single camera production showing creativity
and flair and working independently to
professional expectations
P3 produce a single camera production
working within appropriate conventions and
with some assistance. [SM]
M3 produce a single camera production to a
good technical standard showing some
imagination and with only occasional
assistance
D3 produce a single camera production to a
technical quality that reflects near professional
standards showing creativity and flair and
working independently to professional
expectations
18

Unit:
2: Communication Skills for Creative Media
Production
you are able to:
P1 use appropriate techniques to extract
relevant information from written sources
M1 use appropriate techniques to extract
information from written sources with some
precision
D1 use appropriate techniques to extract
comprehensive information from written
sources
P2 present a media production report which
conveys relevant information [IE]
M2 present a structured and detailed media
production report which conveys information
and explains conclusions with clarity
D2 present a well-structured and substantial
media production report which conveys
information with precise exemplification and
justifies conclusions with supporting
arguments
P3 review reports to make changes with
occasional beneficial effects [RL]
M3 review reports to make changes with
frequent
beneficial effects
D3 review reports to make changes with
consistently beneficial effects
P4 deploy and manage appropriate
technology to
pitch a media production proposal [SM]
M4 deploy and manage technology to pitch a
media production proposal effectively and
with some imagination
D4 deploy and manage technology to pitch a
media production proposal with creativity and
flair and to near-professional standards
P5 employ appropriate forms of address in a
media production pitch to communicate ideas.
[CT]
M5 employ forms of address in a media
production pitch to communicate ideas
effectively.
D5 employ forms of address in a media
production pitch with flair to communicate
ideas with impact.
19

2015 2016 assignment brief 1,16,2, 22 final

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2015 2016 assignment brief 1,16,2, 22 final