8.1.1
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This document discusses a student's project idea to create a recycled dress using photography and design. It identifies strengths such as creativity, different design ideas, and accessibility of recycled materials. Weaknesses include needing more training in design and managing time. Opportunities exist to conduct research, ask teachers for help, and establish a theme. Threats include meeting deadlines, structural integrity of the dress, and health and safety issues.
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8.1.1
This document provides a template for students to evaluate potential project ideas by identifying the strengths, weaknesses, opportunities, and threats of each idea. The template prompts students to consider the strengths and creativity of their ideas, but also weaknesses in their skills, limitations of materials, and barriers like deadlines or health and safety issues that could impact a project. It aims to help students select ideas that can be successfully developed and identify areas they may need to improve or risks that need mitigation.
Response summary for my project
The survey responses help inform the project of creating a dress. Most respondents were female, young teenagers interested in fashion. Silk and cotton were preferred materials, and recycled materials for clothes was popular. Most preferred women's clothing over men's and had interest in western fashion styles. Many had not attended a fashion show before.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
8.1.4 gdxghkjhgn
The document lists the types of resources needed to complete a school project including equipment, software, consumables, finance, people, and expert help. It indicates that for the project of creating a recycled dress, the student will collect recycled materials and buy threads, use the school's mannequin, and work independently with a budget of £33, learning sewing stitches from an online video.
Project evaluation
This document is a 10 question survey about fashion and clothing design. It asks respondents for their gender and age, as well as questions about their interest in fashion, attendance at fashion shows, views on using recycled materials, willingness to wear the designer's dress, suggestions for where to display the dress, potential design improvements, and an overall rating of the dress design out of 10. The survey collects both multiple choice and open-ended text responses to help evaluate a fashion or clothing design project.
Recommended
8.1.1
This document provides a template for students to evaluate potential project ideas by identifying the strengths, weaknesses, opportunities, and threats of each idea. The template prompts students to consider the strengths and creativity of their ideas, but also weaknesses in their skills, limitations of materials, and barriers like deadlines or health and safety issues that could impact a project. It aims to help students select ideas that can be successfully developed and identify areas they may need to improve or risks that need mitigation.
Response summary for my project
The survey responses help inform the project of creating a dress. Most respondents were female, young teenagers interested in fashion. Silk and cotton were preferred materials, and recycled materials for clothes was popular. Most preferred women's clothing over men's and had interest in western fashion styles. Many had not attended a fashion show before.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
Project production schedule for my project
This production schedule outlines the process of making a dress from March 31st to May 21st, 2011. It is broken into 9 days of continuing work on the dress, with a final completion date of May 21st. Earlier planning and research was conducted from January 2010 to March 2011 before the dressmaking process began. The schedule concludes with an evaluation period from May 22nd to 25th.
8.1.4 gdxghkjhgn
The document lists the types of resources needed to complete a school project including equipment, software, consumables, finance, people, and expert help. It indicates that for the project of creating a recycled dress, the student will collect recycled materials and buy threads, use the school's mannequin, and work independently with a budget of £33, learning sewing stitches from an online video.
Project evaluation
This document is a 10 question survey about fashion and clothing design. It asks respondents for their gender and age, as well as questions about their interest in fashion, attendance at fashion shows, views on using recycled materials, willingness to wear the designer's dress, suggestions for where to display the dress, potential design improvements, and an overall rating of the dress design out of 10. The survey collects both multiple choice and open-ended text responses to help evaluate a fashion or clothing design project.
Project evaluation
This document is a 10 question survey about fashion and a dress design. It asks respondents for their gender and age, and questions their interest in fashion, attendance at fashion shows, views on using recycled materials, willingness to wear the dress, suggestions for where to display the dress, potential design improvements, and rating of the dress design out of 10. The survey collects both multiple choice and open-ended text responses to help evaluate a fashion project and dress design.
Where i can get sewing equipment from
A document discusses where to purchase sewing equipment, listing Argos and John Lewis as options. At Argos, a complete sewing kit is offered for £19.99 that includes various sewing tools and accessories like scissors, needles, pins, thread, and more. John Lewis offers a smaller pencil case sewing kit for £5 that contains scissors, threads, tape measure, pin cushion, thimble, pins and other basic supplies.
Where i can get sewing equipment from
A document discusses where to purchase sewing equipment, listing Argos and John Lewis as options. At Argos, a complete sewing kit is offered for £19.99 that includes various sewing tools and accessories like scissors, needles, pins, thread, and more. John Lewis offers a smaller pencil case sewing kit for £5 that contains scissors, threads, tape measure, pin cushion, thimble, and pins.
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This document provides instructions for a student to record available equipment resources for a creative media course. It advises the student to make a list with the name of each equipment, where it can be found on campus, when it is available for booking, and how to book it. Examples given are cameras, tripods, and recording tapes, which are located in the T Block and can be booked by requesting them from Mr. Williams. The student is asked to accurately and fully complete the table to create a substantial record of the equipment options.
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This document provides a checklist for students to consider when making a record as part of their Creative and Media course, including the materials and resources needed, time available, costs, legal and ethical issues, and communication within their group. It notes that students will need to produce documents to help ensure a smooth process for creating their record.
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This document provides a template for students to list records that have inspired them, including the name of the record, who made it, and their thoughts on it. It includes Michael Jackson's "Thriller" music video as an example, noting the director, stars, and praising its unique music video format and use of special effects, lighting, and costumes to match the song's lyrics. It also lists the 1996 film "Matilda" as an example, identifying the director, writers, and narrator, and comments that it stayed true to the original book by Roald Dahl.
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The document provides guidance for students to plan a record creation project. It instructs students to:
1) Find inspiration from example records in different media like music videos, documentaries, and radio clips.
2) Consider how the example records were created using different equipment.
3) Brainstorm how they could create their own record, such as using video equipment to make a music video.
4) Develop ideas for their own record, such as a story-based music video.
5) Choose one idea to develop further in an illustrated report presenting their planning process and proposed record.
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Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
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This document is a skills audit for a student to assess what skills they need to improve on or learn when creating a music video record as part of a creative media course. The student identifies that they will need to learn how to use a high-tech camera, take dancing and acting lessons, learn how to use animation and other editing software, and improve their technical skills. They note skills they already have like recognizing production equipment, designing costumes and storyboards, basic camera and editing skills. The student also lists experience watching and analyzing different music video genres.
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This document provides instructions for students to record available equipment resources for a creative media course. It explains that students should make a list of recording equipment including cameras, recorders, laptops, and software. For each piece of equipment, students should note where it can be found, when it is available, and how to book it. An example table is given for a camera, tripod, and tape that can be found and booked in the T Block on Wednesdays or other days if not in use by speaking to Mr. Williams.
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Project evaluation
This document is a 10 question survey about fashion and a dress design. It asks respondents for their gender and age, and questions their interest in fashion, attendance at fashion shows, views on using recycled materials, willingness to wear the dress, suggestions for where to display the dress, potential design improvements, and rating of the dress design out of 10. The survey collects both multiple choice and open-ended text responses to help evaluate a fashion project and dress design.
Where i can get sewing equipment from
A document discusses where to purchase sewing equipment, listing Argos and John Lewis as options. At Argos, a complete sewing kit is offered for £19.99 that includes various sewing tools and accessories like scissors, needles, pins, thread, and more. John Lewis offers a smaller pencil case sewing kit for £5 that contains scissors, threads, tape measure, pin cushion, thimble, pins and other basic supplies.
Where i can get sewing equipment from
A document discusses where to purchase sewing equipment, listing Argos and John Lewis as options. At Argos, a complete sewing kit is offered for £19.99 that includes various sewing tools and accessories like scissors, needles, pins, thread, and more. John Lewis offers a smaller pencil case sewing kit for £5 that contains scissors, threads, tape measure, pin cushion, thimble, and pins.
4.1 storing records
The document discusses different formats for storing audiovisual media, including vinyl records, CDs, DVDs, Blu-Rays, and VHS tapes. It provides details on specific examples stored in each format, such as a 2009 JLS album on CD, a 1992 film Home Alone 2 on DVD, and the 1996 film Matilda on VHS. The quality of each format is compared, with newer digital formats like Blu-Ray and DVD noted as providing higher quality storage than older analog formats like VHS and vinyl records.
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The document discusses different types of camera shots including bird's-eye view, low angle, eye-level, high angle, oblique angle, pan shot, tilt, tracking, crane shot, helicopter shot, handheld shot, worm's-eye view, long shot, medium shot, close up shot, extreme close up shot, and extreme long shot. It also covers white balance and how it is used to remove unrealistic colors in photographs.
Ws8.4.3[1]
The document provides a template for students to evaluate their role and performance on a creative media project where they worked individually. It prompts the student to explain their role in the project, what they did well and didn't do so well, and what they learned about themselves through completing the project. The student responds that their role was to create and plan all aspects of the project as they worked alone. They did well in collecting materials and doing research but could have improved their time management and not leaving things for the last minute. The student learned through the project that every task has its own challenges.
Ws4 1-3-110314070255-phpapp01
This document provides instructions for a student to record available equipment resources for a creative media course. It advises the student to make a list with the name of each equipment, where it can be found on campus, when it is available for booking, and how to book it. Examples given are cameras, tripods, and recording tapes, which are located in the T Block and can be booked by requesting them from Mr. Williams. The student is asked to accurately and fully complete the table to create a substantial record of the equipment options.
The film shot, camera angles and movement
The document discusses different camera angles and camera movements that film directors use to influence how audiences perceive characters and scenes. There are five basic camera angles: bird's-eye view, high angle, eye-level, low angle, and oblique angle. Camera movements include pans, tilts, zooms, tracking shots, dollies, crane shots, handheld shots, and steadycam shots. Different angles and movements can create point-of-view shots, draw attention, suggest significance or insignificance, and impact the audience's sense of time, space, and pace.
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This document provides a checklist for students to consider when making a record as part of their Creative and Media course, including the materials and resources needed, time available, costs, legal and ethical issues, and communication within their group. It notes that students will need to produce documents to help ensure a smooth process for creating their record.
Ws4.2.5 finished
This document discusses planning the materials and resources needed to create a record for a creative media course assignment. It instructs students to consider what equipment like cameras, tripods, and tape they will require and where those items can be found or purchased. Completing a document listing the necessary materials and resources accurately is presented as an extension activity that will help students effectively plan the creation of their record in a chosen medium.
Ws4.2.3 finished
The document provides guidance for students on recording ideas for a music video record. It includes a mind map showing possible storylines, scenes, and ideas for a student's record of the song "Ur Jaa" by Niraj Chag. The mind map outlines a storyline of a girl running away from home and flashbacks of her relationship with her mother, with scenes including an argument with her mother about running away, and a final wedding day scene where the girl and her mother cry as her mother does not attend the wedding. All scenes will be recorded at the school.
Ws4.2.2 finished
This document provides a template for students to list records that have inspired them, including the name of the record, who made it, and their thoughts on it. It includes Michael Jackson's "Thriller" music video as an example, noting the director, stars, and praising its unique music video format and use of special effects, lighting, and costumes to match the song's lyrics. It also lists the 1996 film "Matilda" as an example, identifying the director, writers, and narrator, and comments that it stayed true to the original book by Roald Dahl.
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This document provides a template for students to list records that have inspired them, including the name of the record, who made it, and their thoughts on it. It includes Michael Jackson's "Thriller" music video as an example, noting the director, stars, and praising its unique music video format and use of special effects, lighting, and costumes to match the song's lyrics. It also lists the 1996 film "Matilda" as an example, identifying the director, writers, and narrator, and comments that it stayed true to the original book by Roald Dahl.
Recording films finished
This document discusses the development of film recording technology over time. It begins with silent films from the early 20th century and examples of black and white and early colored films. It then covers how films can now be recorded on mobile phones and DVRs. Modern technology allows for animated films and HD quality. 3D and potential 4D and hologram technologies provide more realistic and immersive viewing experiences, with holograms creating projected images that can be viewed from different angles. Recording technology continues to advance, improving visual and audio quality.
Ws4.2.1 finished
The document provides guidance for students to plan a record creation project. It instructs students to:
1) Find inspiration from example records in different media like music videos, documentaries, and radio clips.
2) Consider how the example records were created using different equipment.
3) Brainstorm how they could create their own record, such as using video equipment to make a music video.
4) Develop ideas for their own record, such as a story-based music video.
5) Choose one idea to develop further in an illustrated report presenting their planning process and proposed record.
Ws6.3.3
Central Foundation Girls School is staging a festival called Central Fest on November 20, 2010 from 11:00am to 2:00pm at the school's College Terrance. The festival is free and will feature various activities for people of all ages. Visitors do not need tickets because there is no cost to attend the event.
Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
Ws4.1.5
This document is a skills audit for a student to assess what skills they need to improve on or learn when creating a music video record as part of a creative media course. The student identifies that they will need to learn how to use a high-tech camera, take dancing and acting lessons, learn how to use animation and other editing software, and improve their technical skills. They note skills they already have like recognizing production equipment, designing costumes and storyboards, basic camera and editing skills. The student also lists experience watching and analyzing different music video genres.
Ws4.1.3
This document provides instructions for students to record available equipment resources for a creative media course. It explains that students should make a list of recording equipment including cameras, recorders, laptops, and software. For each piece of equipment, students should note where it can be found, when it is available, and how to book it. An example table is given for a camera, tripod, and tape that can be found and booked in the T Block on Wednesdays or other days if not in use by speaking to Mr. Williams.
Ws4.1.3
This document provides information about equipment available for recording media projects. It instructs students to make a table listing the name of equipment, where it can be found, when it is available, and how to book it. Examples given include cameras, tripods, and tape that can be found and booked in the T Block on Wednesdays or other days if not in use, by asking Mr. Williams. The table will be the student's first record of available recording resources.
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8.1.1
- 1. 8.1.1<br />Discussing Your Project ideas<br />Student book (pp 246 -49)<br />Use this sheet to help you identify which project ideas will work and which are best left alone. First, write down the strengths and weaknesses of each idea, then try to identify what things will help you to develop your ideas and what things might stand in your way.<br />PROJECT TITLE: Recycled Dress FORMAT: Photography and designTARGET AUDIENCE: People that recycle <br />THREATS/BARRIERS- Deadlines- Product could collapse- Health and safety OPPORTUNITIES- Research- Asking some of the teachers or training- Have a theme so it’s easier to make the productsWEAKNESSES- Need more training in design- How useable the materials are - Managing my timeSTRENGTHS- Creativity- Different ideas- Recycled items can be found everywhere<br />