06. visual
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This document outlines the tasks and assessment criteria for a student's magazine production project. The student must develop a magazine concept, research existing magazines, and produce sample pages to demonstrate graphic design skills. Tasks include generating ideas, researching magazines, experimenting with production methods, submitting a formal proposal, pre-production planning, producing the magazine pages, peer feedback, and a self-evaluation. Completion of the outlined tasks and submission by the deadline are required to pass the assessment.
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06. visual
This document outlines the tasks and assessment criteria for a student's project to create a magazine as part of their UAL Diploma in Creative Media Production and Technology. The student must generate magazine ideas, research existing magazines, experiment with production techniques, develop a formal proposal, complete pre-production work, produce their planned magazine, provide peer feedback, and evaluate their work. They will be assessed on their ability to develop ideas, use technology skills, apply contextual awareness, employ creative media skills, and assess the effectiveness of their methods in communicating their ideas.
07. interactive(1)
A local video game company has asked students to develop original video game concepts that could be turned into full games. Students must plan and visualize their concept, research similar existing games to demonstrate market viability, and complete tasks to develop their idea. The tasks include generating initial ideas, researching comparable games, experimenting in the chosen medium, writing a formal proposal, pre-production work, producing the planned work, peer feedback, and a self-evaluation. Completing all tasks by the deadline is required to pass the assignment and develop an original video game concept for potential development by the company.
07. interactive
1. Students are tasked with developing an original concept for a video game that could be pitched to a local game company. They must research existing similar games, plan and visualize their concept, and provide documentation of the planning process.
2. The tasks involve generating game ideas, researching the market, experimenting with game production techniques, formally proposing their concept, pre-production planning, producing the game, getting peer feedback, and evaluating their work.
3. Students will be assessed based on criteria including developing ideas, researching the market, using technology and media skills, contextual awareness, creative production, and assessing their effectiveness at communicating their idea.
05. audio
This document outlines the tasks and assessment criteria for a student's audio production project. The student is asked to develop an original audio concept for a local community radio station. They must generate ideas, research existing podcasts and radio broadcasts, experiment with audio production techniques, develop a formal proposal, complete pre-production work, produce the audio piece while reflecting daily, and evaluate their work. The project aims to develop the student's skills in researching, planning, creating, and assessing audio media productions. Upon completing all tasks and meeting the criteria, the student will be assessed on their use of ideas, technology, contextual awareness, creative methods, and ability to communicate ideas through audio.
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and criteria for a student's final major project in creative media production management. The project involves developing and pitching an original idea for a media product, conducting research, creating a production plan, producing the media product, and evaluating the results. The student must originate an idea, manage the full production process, and reflect on their work to demonstrate skills learned over a two-year diploma program in areas like communication, time management, and technical abilities. The goals are to show creativity, work independently, and meet professional expectations in developing and delivering a media product in response to an open brief.
IG5 Assignment Final Major Project 2014 to 2015
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production focusing on games design. The assignment involves developing and managing an independently created media production project from pre-production through post-production. It includes 7 tasks: researching brief types and opportunities; generating initial ideas; pitching a proposal; conducting research; creating pre-production plans; producing the media product; and evaluating the final product based on audience feedback. The assignment aims to demonstrate learning outcomes related to originating, developing, pitching, managing, and evaluating a media production project according to a brief.
_ig5 assignment final major project 2014 to 2015
This document outlines an assignment for a Creative Media Production diploma. The assignment involves:
1) Developing and pitching an original idea for a media production project.
2) Conducting research and pre-production planning for the chosen project, including storyboards, schedules, and risk assessments.
3) Producing the final media product according to the pre-production plans.
4) Evaluating the project by gathering audience feedback and analyzing the technical quality, skills developed, adherence to goals, time management, and reception by the target audience.
The assignment aims to demonstrate the student's ability to independently manage an entire media production from concept to completion.
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This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production - Game Design. The assignment involves developing and managing an independently created media production project from pre-production through post-production. It includes 7 tasks: defining brief types and opportunities for skills development; researching example briefs; generating initial ideas; pitching a proposal; conducting research; creating pre-production documents; producing the media product; and evaluating the project based on audience feedback. The assignment assesses learning outcomes related to originating, developing, researching, pitching, and managing a media production, as well as understanding, planning, applying, and reviewing work in response to a brief.
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06. visual
This document outlines the tasks and assessment criteria for a student's project to create a magazine as part of their UAL Diploma in Creative Media Production and Technology. The student must generate magazine ideas, research existing magazines, experiment with production techniques, develop a formal proposal, complete pre-production work, produce their planned magazine, provide peer feedback, and evaluate their work. They will be assessed on their ability to develop ideas, use technology skills, apply contextual awareness, employ creative media skills, and assess the effectiveness of their methods in communicating their ideas.
07. interactive(1)
A local video game company has asked students to develop original video game concepts that could be turned into full games. Students must plan and visualize their concept, research similar existing games to demonstrate market viability, and complete tasks to develop their idea. The tasks include generating initial ideas, researching comparable games, experimenting in the chosen medium, writing a formal proposal, pre-production work, producing the planned work, peer feedback, and a self-evaluation. Completing all tasks by the deadline is required to pass the assignment and develop an original video game concept for potential development by the company.
07. interactive
1. Students are tasked with developing an original concept for a video game that could be pitched to a local game company. They must research existing similar games, plan and visualize their concept, and provide documentation of the planning process.
2. The tasks involve generating game ideas, researching the market, experimenting with game production techniques, formally proposing their concept, pre-production planning, producing the game, getting peer feedback, and evaluating their work.
3. Students will be assessed based on criteria including developing ideas, researching the market, using technology and media skills, contextual awareness, creative production, and assessing their effectiveness at communicating their idea.
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This document outlines the tasks and assessment criteria for a student's audio production project. The student is asked to develop an original audio concept for a local community radio station. They must generate ideas, research existing podcasts and radio broadcasts, experiment with audio production techniques, develop a formal proposal, complete pre-production work, produce the audio piece while reflecting daily, and evaluate their work. The project aims to develop the student's skills in researching, planning, creating, and assessing audio media productions. Upon completing all tasks and meeting the criteria, the student will be assessed on their use of ideas, technology, contextual awareness, creative methods, and ability to communicate ideas through audio.
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and criteria for a student's final major project in creative media production management. The project involves developing and pitching an original idea for a media product, conducting research, creating a production plan, producing the media product, and evaluating the results. The student must originate an idea, manage the full production process, and reflect on their work to demonstrate skills learned over a two-year diploma program in areas like communication, time management, and technical abilities. The goals are to show creativity, work independently, and meet professional expectations in developing and delivering a media product in response to an open brief.
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This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production focusing on games design. The assignment involves developing and managing an independently created media production project from pre-production through post-production. It includes 7 tasks: researching brief types and opportunities; generating initial ideas; pitching a proposal; conducting research; creating pre-production plans; producing the media product; and evaluating the final product based on audience feedback. The assignment aims to demonstrate learning outcomes related to originating, developing, pitching, managing, and evaluating a media production project according to a brief.
_ig5 assignment final major project 2014 to 2015
This document outlines an assignment for a Creative Media Production diploma. The assignment involves:
1) Developing and pitching an original idea for a media production project.
2) Conducting research and pre-production planning for the chosen project, including storyboards, schedules, and risk assessments.
3) Producing the final media product according to the pre-production plans.
4) Evaluating the project by gathering audience feedback and analyzing the technical quality, skills developed, adherence to goals, time management, and reception by the target audience.
The assignment aims to demonstrate the student's ability to independently manage an entire media production from concept to completion.
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Assignment brief
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production - Game Design. The assignment involves developing and managing an independently created media production project from pre-production through post-production. It includes 7 tasks: defining brief types and opportunities for skills development; researching example briefs; generating initial ideas; pitching a proposal; conducting research; creating pre-production documents; producing the media product; and evaluating the project based on audience feedback. The assignment assesses learning outcomes relating to originating, developing, researching, pitching, and managing a media production, as well as understanding, planning, applying, and reviewing work in response to a brief.
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This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production Games Design. The purpose is for the student to independently manage a media production project from pre-production through post-production. The student must develop their own idea, create a proposal pitch, conduct research, develop pre-production plans, produce the final media product, and evaluate their work. The assignment includes 7 tasks to demonstrate skills and learning outcomes related to originating, developing, pitching, managing, and evaluating a creative media production in response to a brief. It provides grading criteria for assessing the student's work at pass, merit, and distinction levels.
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This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production Games Design. The assignment involves independently managing a media production project from pre-production through post-production. It includes 7 tasks: defining brief types and opportunities for skills development; researching example briefs; generating initial ideas; pitching a proposal; conducting research; creating pre-production documents; producing the media product; and evaluating the final product based on audience feedback. The assignment assesses learning outcomes relating to originating, developing, pitching, and managing a media production, as well as understanding, planning, applying, and reviewing work in response to a brief.
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This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. This will demonstrate their skills in areas like video, audio, graphics and design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including schedules, scripts, locations and risk assessments.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting the brief, including technical quality, skills developed, matching
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_ig5 assignment final major project 2014 to 2015 (1)
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own idea for a media product, create a proposal pitching the idea, and manage all stages of independently producing the media product. They will be assessed on their ability to originate, develop, research and manage their idea; effectively communicate their proposal; and apply production skills to deliver a completed media product that meets the brief. The student must also evaluate their work and assess how successfully they addressed the requirements of the brief.
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Final Major Project Assigment Brief
This document outlines the tasks and criteria for a media production student's final major project. The student must independently develop, plan, produce, and evaluate an original media product in response to a brief. Specifically, the student will:
1) Develop initial ideas and select one to research and pitch to the client.
2) Create pre-production documents like storyboards, schedules, and plans.
3) Produce the final media product according to their pre-production.
4) Gather audience feedback and evaluate their success in meeting the brief, including technical quality, skills developed, adherence to intentions, time management, and audience response.
The project aims to demonstrate the student's ability to independently manage an
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Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
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G325 Exam Top Tips
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
A2 media studies - section A
This lesson introduces the skills development question for a media studies exam. It explains that the question will focus on reflecting on the student's skills progression over their AS and A2 coursework. There are five areas that may be assessed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity.
The student is instructed to prepare for the exam by making notes on flashcards or post-its addressing questions about their production activities, technology used, how their work can be considered creative, the different types of research conducted, conventions of media texts, and their understanding of post-production. Organizing their thoughts and experiences in this way will help them
G325 Section A Revision
This document provides guidance for students taking Section A of an A2 media exam. It outlines the structure and timing of Section A, which consists of two questions. Question 1A asks students to evaluate their skills development over their AS and A2 coursework. Students will be asked to describe how one of their skills areas, such as research or use of digital technology, developed over time with examples. Question 1B requires students to analyze one of their media productions in relation to a media concept like genre, narrative or representation. The document provides prompts and lists of relevant theorists to help students prepare responses for each concept area.
Quest 1
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
G325 Section A Overview
This document provides an exam overview and offers advice for areas of focus in Section A questions 1A and 1B. For question 1A, it highlights digital technology, creativity, research and planning, post-production, and using conventions from real media texts as possible areas to consider. It provides detailed prompts and considerations for discussing each area as it relates to the student's year 12 and 13 work. For question 1B, it lists possible media theorists to discuss such as Steve Neale, Tzvetan Todorov, and Roland Barthes, as well as areas like genre, narrative, representation, audience, and media language. It emphasizes referring to specific examples from the student's productions and reflecting on their learning and growth over
G325 introduction to critical perspectives.
The document outlines the assessment requirements for Section A of the G325 exam for Critical Perspectives in Media. It discusses two compulsory questions for this section that focus on evaluating candidates' skills development and production work. For question 1(a), candidates must describe and evaluate their skills progression from their foundation to advanced portfolios. For question 1(b), candidates must select one of their productions and evaluate it in relation to a provided media concept such as genre or narrative. Guidance is given on preparing for these questions by regularly auditing skills development and preparing evaluations of multiple productions that cover different concepts.
Introduction to section a
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
07. interactive
1. Students are tasked with developing an original concept for a video game that could be pitched to a local game company. They must research existing similar games, plan and visualize their concept, and provide documentation of the planning process.
2. The tasks involve generating initial ideas, researching the market, experimenting with game production techniques, formally proposing the concept, pre-production planning, producing the game, getting peer feedback, and evaluating their work.
3. Students will be assessed based on criteria including developing ideas, researching the market, using appropriate production methods and skills, contextual awareness, and assessing the effectiveness of their planning and finished product.
Project 1
This document outlines the tasks, aims, and assessment criteria for a student's introductory media production project. The student must produce a series of advertisements for Coca-Cola using graphic design, audio production, and game design techniques. They will experiment with different media production processes and apply what they learn to create print, radio, and game advertisements. The student will then evaluate the effectiveness of the processes used and their skills in each medium. Completing the tasks and meeting the criteria will result in the student passing the unit on introduction to production techniques in creative media.
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ig5 assignment final major project 2014 to 2015
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production Games Design. The purpose is for the student to independently manage a media production project from pre-production through post-production. The student must develop their own idea, create a proposal pitch, conduct research, develop pre-production plans, produce the final media product, and evaluate their work. The assignment includes 7 tasks to demonstrate skills and learning outcomes related to originating, developing, pitching, managing, and evaluating a creative media production in response to a brief. It provides grading criteria for assessing the student's work at pass, merit, and distinction levels.
Ig5 assignment brief fmp lewis brady
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production Games Design. The assignment involves independently managing a media production project from pre-production through post-production. It includes 7 tasks: defining brief types and opportunities for skills development; researching example briefs; generating initial ideas; pitching a proposal; conducting research; creating pre-production documents; producing the media product; and evaluating the final product based on audience feedback. The assignment assesses learning outcomes relating to originating, developing, pitching, and managing a media production, as well as understanding, planning, applying, and reviewing work in response to a brief.
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. This will demonstrate their skills in areas like video, audio, graphics and design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including schedules, scripts, locations and risk assessments.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting the brief, including technical quality, skills developed, matching
FMP - Assignment Brief
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must devise and pitch an original media production idea, then complete pre-production planning, production, and post-production evaluation. They will manage all stages of the process independently and demonstrate skills in areas like communication, time management, and using industry technology and practices. The project aims to show the student can originate creative ideas, manage complex media productions from start to finish, and reflect on their work professionally.
_ig5 assignment final major project 2014 to 2015 (1)
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own idea for a media product, create a proposal pitching the idea, and manage all stages of independently producing the media product. They will be assessed on their ability to originate, develop, research and manage their idea; effectively communicate their proposal; and apply production skills to deliver a completed media product that meets the brief. The student must also evaluate their work and assess how successfully they addressed the requirements of the brief.
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This document outlines the tasks and criteria for a media production student's final major project. The student must independently develop, plan, produce, and evaluate an original media product in response to a brief. Specifically, the student will:
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2) Create pre-production documents like storyboards, schedules, and plans.
3) Produce the final media product according to their pre-production.
4) Gather audience feedback and evaluate their success in meeting the brief, including technical quality, skills developed, adherence to intentions, time management, and audience response.
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Revision Guide A2 Media OCR
Students are required to complete a practical production portfolio for their A2 OCR Media Studies course. This involves creating three media products covering two or more platforms to fulfill a set brief. They must produce a main product and two supporting products, ensuring consistency of style across all three. During production, students should incorporate research findings about their target audience and demonstrate technical skill and creativity within the constraints of their chosen brief.
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The document provides marks and feedback for a student named Jade Hillier on their A2 coursework. It summarizes their performance in planning, construction of their main task and two ancillary tasks, and evaluation. Overall, Jade received a grade of C and 69 out of 100 total marks, showing a proficient but not excellent understanding and completion of the required tasks.
G325 Exam Top Tips
The document discusses exam responses related to post-production in media. It notes that candidates who were able to explain the significance of post-production and apply examples from their work were awarded higher levels. However, many candidates wrote about pre-production instead of post-production as asked. The document provides advice, reminding candidates to carefully read the exam question and only discuss the areas stipulated, rather than drifting into other production areas. Candidates should provide specific examples of post-production decisions made and the impact on their final media text.
A2 media studies - section A
This lesson introduces the skills development question for a media studies exam. It explains that the question will focus on reflecting on the student's skills progression over their AS and A2 coursework. There are five areas that may be assessed: 1) digital technology, 2) research and planning, 3) conventions of real media, 4) post-production, and 5) creativity.
The student is instructed to prepare for the exam by making notes on flashcards or post-its addressing questions about their production activities, technology used, how their work can be considered creative, the different types of research conducted, conventions of media texts, and their understanding of post-production. Organizing their thoughts and experiences in this way will help them
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This document provides guidance for students taking Section A of an A2 media exam. It outlines the structure and timing of Section A, which consists of two questions. Question 1A asks students to evaluate their skills development over their AS and A2 coursework. Students will be asked to describe how one of their skills areas, such as research or use of digital technology, developed over time with examples. Question 1B requires students to analyze one of their media productions in relation to a media concept like genre, narrative or representation. The document provides prompts and lists of relevant theorists to help students prepare responses for each concept area.
Quest 1
The document provides guidance for Section A, Question 1 of the G325 Critical Perspectives in Media exam. Question 1 requires candidates to analyze their skill development over the two-year course through two questions: 1a addresses skill development and 1b evaluates one production in relation to a media concept. The document outlines the timing, focus, and previous questions for each part. It also provides examples of concepts and skills candidates may be asked about, and advises preparing detailed answers using specific examples from their coursework productions.
G325 Section A Overview
This document provides an exam overview and offers advice for areas of focus in Section A questions 1A and 1B. For question 1A, it highlights digital technology, creativity, research and planning, post-production, and using conventions from real media texts as possible areas to consider. It provides detailed prompts and considerations for discussing each area as it relates to the student's year 12 and 13 work. For question 1B, it lists possible media theorists to discuss such as Steve Neale, Tzvetan Todorov, and Roland Barthes, as well as areas like genre, narrative, representation, audience, and media language. It emphasizes referring to specific examples from the student's productions and reflecting on their learning and growth over
G325 introduction to critical perspectives.
The document outlines the assessment requirements for Section A of the G325 exam for Critical Perspectives in Media. It discusses two compulsory questions for this section that focus on evaluating candidates' skills development and production work. For question 1(a), candidates must describe and evaluate their skills progression from their foundation to advanced portfolios. For question 1(b), candidates must select one of their productions and evaluate it in relation to a provided media concept such as genre or narrative. Guidance is given on preparing for these questions by regularly auditing skills development and preparing evaluations of multiple productions that cover different concepts.
Introduction to section a
The examination consists of two compulsory questions assessing theoretical evaluation of production work and one question from six topic areas on contemporary media issues. For Section A, candidates have one hour to answer two questions: 1a) evaluating skill development over their AS and A2 coursework and 1b) evaluating one production in relation to a media concept. Section B assesses contemporary media issues over one hour. Question 1a focuses on skills such as digital technology, creativity, research and planning, while question 1b relates productions to concepts like genre, narrative and representation. Candidates must know their coursework in depth to discuss skills development and relate a production to a concept.
A2 G325: Critical Perspectives in the Media (Section A)
This document provides guidance for students preparing for Section A of the A2 G325 Critical Perspectives in Media exam. Section A consists of two compulsory questions assessing students' theoretical evaluation of their practical production work. Question 1a requires students to reflect on the development of their skills over all their production work from AS to A2 levels. Question 1b requires analysis of one selected production in relation to a key theoretical concept. The document offers advice on preparing responses, including creating a timeline of all work and focusing answers on areas of the mark scheme. It also provides prompts for students to reflect on their creativity and use of digital technology in their practical work.
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Similar to 06. visual
07. interactive
1. Students are tasked with developing an original concept for a video game that could be pitched to a local game company. They must research existing similar games, plan and visualize their concept, and provide documentation of the planning process.
2. The tasks involve generating initial ideas, researching the market, experimenting with game production techniques, formally proposing the concept, pre-production planning, producing the game, getting peer feedback, and evaluating their work.
3. Students will be assessed based on criteria including developing ideas, researching the market, using appropriate production methods and skills, contextual awareness, and assessing the effectiveness of their planning and finished product.
Project 1
This document outlines the tasks, aims, and assessment criteria for a student's introductory media production project. The student must produce a series of advertisements for Coca-Cola using graphic design, audio production, and game design techniques. They will experiment with different media production processes and apply what they learn to create print, radio, and game advertisements. The student will then evaluate the effectiveness of the processes used and their skills in each medium. Completing the tasks and meeting the criteria will result in the student passing the unit on introduction to production techniques in creative media.
IG5 assignment final major project
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project in creative media production management. The student must develop their own media production idea, create a pitch proposal, conduct research and pre-production planning, produce the final media product, and evaluate their work. They will be assessed on their ability to originate, develop, manage, and apply their production skills to complete the brief independently to a professional standard. The project allows the student to demonstrate their learning across video, audio, photography, design and other creative disciplines.
Ig4 assignment_final_major_project_2013_to_2014
This document outlines the tasks, grading criteria, and scenario for a student's final major project qualifying them for a Level 3 Extended Diploma in Creative Media Production. The project involves developing and pitching an original media production idea, conducting research, creating pre-production materials, producing the final media product, and evaluating the work. The student must demonstrate skills in planning, project management, addressing challenges, and reflecting on their progress across multiple units to qualify for their diploma.
_ig5 assignment final major project 2014 to 2015 (3)
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
FMP Assignment Brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
IG5 FMP Brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts and schedules to plan their production.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their
IG5 Assignment Final Major Project 2014-2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for the selected idea.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts, and production schedules.
4) Produce the final media product according to the planned pre-production.
5) Gather audience feedback and evaluate the project
IG5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage the entire production process for creating a media product from pre-production to post-production.
2) Develop initial ideas using idea generation techniques and select one to pitch in a proposal.
3) Plan all stages of production in advance, adhere to a self-devised schedule, and demonstrate how to adapt to changes.
The student must show creativity in developing their idea, competence in project management and production skills, and critically evaluate their work upon completion.
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and scripts.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting the brief, including how
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of the project from initial research and pitching the idea through to the final evaluation.
3. Gather audience feedback and evaluate their final product based on technical quality, skills developed, matching their original intentions, time management, reaching their target audience, and how they would improve if doing the project again.
The student must complete
Assignment brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and scripts.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their project based on criteria like technical quality,
Ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and plans to manage the production process.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting
FMP Brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
Ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage all stages of producing a creative media product, from initial ideas through pre-production, production, and post-production.
2) Develop their idea by conducting research, creating plans and schedules, and managing the production process.
3) Evaluate their work by gathering audience feedback and analyzing how successfully they met the brief, developed skills, and overcame challenges.
The tasks are designed to demonstrate the student's skills in developing ideas, pitching proposals, managing productions, working to briefs, and evaluating their results, as outlined in the learning outcomes
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project 2014 to 2015
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and pre-production planning including risk assessments, storyboards, schedules and test materials.
4) Produce the final media product according to their proposal and brief.
5) Evaluate their work by gathering audience feedback and analyzing the technical
_ig5 assignment final major project brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of a media production from concept to finished product.
3. Gather feedback on their finished product and evaluate their success in meeting the brief, managing the production, and developing their technical and professional skills.
The student must complete a variety of tasks demonstrating their ability to originate a concept, pitch a proposal, manage the full
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_ig5 assignment final major project 2014 to 2015 (3)
_ig5 assignment final major project 2014 to 2015 (3)
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7. evaluation(4)
Nathan Williams evaluated his production process for creating a song for his FMP project. Through research, he aimed to create a song that fit the EDM genre but was unique. He listened to Avicii and Martin Garrix songs to learn about their pulsing beats. Based on this, he created kicks every 3 beats with snares on alternating kicks. However, he found EDM production difficult and switched to a lo-fi style which was easier. Feedback on his lo-fi song praised the sound effects but noted it could be less repetitive and add lyrics. Nathan agreed improvements could make it less repetitive and add vocals in some parts.
6. production reflection(4)
The document describes the process of creating a song using music production software. It discusses experimenting with different beats, instruments, and sounds to layer together. The producer learned about song structure from listening to Avicii and Martin Garrix, and used piano rolls to arrange notes and change parameters like length and velocity. Background sounds of rain and lightning were also added to help set a scene.
5. script
This 3 sentence beat script consists of a kick drum every 4 beats with intermittent snare drums and hi-hats to provide a basic rhythm, along with a simple piano melody playing over the top of the beat. Background rain sound effects are also included to help set the scene.
4. proposal(4)
The audio proposal is for an electronic dance music song aimed at entertaining males and females aged 14-24 from middle-class backgrounds. The working title is unspecified and may change. The genre is house music, consisting mainly of computer-generated music and sounds with a possible repeated line but no speech. The content will not include any offensive, religious, or copyrighted material.
3. production experiments(4)
The document describes the process the author took to create an audio recording of their morning routine script. This included recording themselves speaking the script while leaving 3 second pauses, then importing the recording into Premiere Pro and using the razor tool to cut out silence where sound effects would be inserted. Sound effects found on YouTube were imported and placed in the cut spaces between speech. The author reflected that skills learned like using the razor tool in Premiere Pro and including sound effects could be useful for their final product.
2. research(5)
The document discusses existing music products that use minimal words and speech overlaid on music. It analyzes three examples: "Alone" by Marshmello, "I'm Blue" remix by Kush Kush, and "Here We Go Again" by Marshmello. These examples predominantly use music with only a few repeated words. The document notes this style is similar to what the author wants to create. It also discusses researching how to convey thoughts and emotions without words and targeting an audience aged 14-24 of both genders from middle-class backgrounds with festival-type music.
1. initial plans(4)
This document outlines initial plans to create a 3-4 minute piece of EDM or house music for a final project. The music will use mostly computer generated sounds with some speech and aims to convey thoughts and feelings without lyrics. The creator has chosen this genre and style because they enjoy expressing ideas without words.
2. research(4)
This document discusses research on existing podcasts and documentaries, including common features of those media. It asks what aspects of the research will be incorporated into the creator's own work. The document also addresses analyzing the target audience for the planned work, including their age range, gender, interests, and social status.
3. production experiments
The document describes a series of production experiments using Photoshop tools. The background was set to sky blue using the brush tool. An image of a bush was copied and pasted over multiple layers to stack bushes. An image of a guy with a fish was cut out using the magic wand and eraser tools. A plug badge found online was selected and copied from a magazine. Additional text and images were made using the text tool. Reflection questions ask which experiment elements will be included in the final product and notes about magazine design.
2. research(3)
The document summarizes existing magazine products and provides research analysis. It finds that the magazines all use large featured photos with text layered on top in contrasting colors. They also note that the research indicates including a big featured photo with smaller secondary stories. The document then provides an audience profile, finding the target audience is males ages 14-24 from middle-class backgrounds who will respond positively to balanced messages and imagery.
1. initial plans(3)
Nathan plans to create an anime magazine targeted towards 14-24 year old males. The magazine will take inspiration from Shonen jump series, featuring characters from anime on the front cover and in an article with an accompanying poster. The color scheme will match the anime featured and use bright colors with darker shading. Existing similar magazines are listed that include Otaku USA, Newtype, Anime UK, Animerica, Shonen Jump, Tokyopop, and Weekly Shonen Jump.
7. evaluation (interactive)
The document summarizes an evaluation of an interactive game production process. It notes that the initial research and planning were not as thorough as they could have been, which impacted the overall product. Time management was also an issue, as extra planned features had to be cut due to running out of time. Peer feedback indicated that the animation and drawing were good but could be improved, and that sound effects were needed. The creator agrees sound was lacking and that smoother animation with more frames could have improved realism.
6. production reflection (interactive)
Nathan describes creating a background for a game by using a solid red color and burn tool to darken the sky and add clouds, noting that using a gradient would have looked better as the reflection line dips in some places. He also details copying the basic outline of a skull from an image and adding color, shading, and features to match the game's theme. Additionally, he discusses taking a character from Google, using brush tools to draw pixels, shade, and add color to make it his own style. Finally, he mentions adding a non-functional health bar for detail that he would like to animate if revisiting the project.
5. pre production (interactive)(1)
This document outlines the pre-production, resources, contingency planning, health and safety, and schedule for an animation project. It details the style sheets, software, and hardware needed including Photoshop and a web browser. Potential issues like computer malfunctions are addressed with solutions like keeping backups. Health and safety concerns over repetitive strain and eye strain are to be avoided with regular breaks. An 8-day schedule is provided with tasks for each day such as creating assets, animating, adding sound, and adjustments.
4. proposal (interactive)
This proposal outlines an adventure fighting game called "demon attack" where players control a protagonist battling through demon-filled levels to escape the underworld. The target audience is male gamers aged 14-24 due to mild violence. The game will use 2D side-scrolling graphics to evoke nostalgia for classic retro games. Religious imagery and violence mean it could offend some groups, so younger audiences will be restricted.
3. production experiments (interactive)
Nathan created a 120x80 pixel ghost animation in Photoshop. He drew and colored the ghost, then used keyframes and tweening to animate it moving. Nathan improved the background by adding shading and depth to trees using pencils and gradients. For the final animation, he experimented with keyframes and tweening to make the ghost fade in and out, looking more realistic. In his reflection, Nathan said he would include the tree detailing skills and keyframe/tweening animation techniques in his final Ghost Game product.
2. research (interactive)(1)
Nathan analyzed existing side-scrolling games like Super Mario, Scott Pilgrim vs the World, and Streets of Rage to inform his own game design. While the overall concepts and combat styles were similar, he wanted different art styles and platforms than the blocky bricks seen in Super Mario. Scott Pilgrim and Streets of Rage influenced his color scheme ideas to represent protagonists and antagonists. His target audience is males ages 14-24, with a balanced psychographic that finds purpose in games with morals, and his free mobile game will be accessible to middle-class players.
7. evaluation(3)
The document discusses the production process of a magazine. Research involved learning about the typical layout structures of similar magazines to inform placement of elements like the masthead and articles. Planning was helpful to test different font and color combinations, and layout designs. However, time management was poor, with no details provided. Technical and aesthetic qualities are mentioned but not described. Peer feedback is summarized but not included, with the author agreeing with some feedback and disagreeing with other parts.
6. production reflection(3)
Nathan Williams created a magazine cover about All Might using digital tools and resources found online to save time. He downloaded a smoke brush, used layering and gradients to add colored smoke, and found fonts online for the masthead. Photos of All Might and Deku were added with smoke effects behind them to create silhouettes, making the cover look like a professional magazine.
5. c
This document outlines the pre-production process for a project. It includes sections on the style sheet and layout, software and hardware requirements, contingency planning for potential issues, health and safety considerations, and a scheduled task list for completion of the project. The style sheet section mentions a front page design with a headline and secondary text. The software section lists Photoshop, a browser, mouse, keyboard, and tower as needed. Potential issues addressed include file corruption, overheating, and hardware malfunctions. An 8-task schedule is provided to complete the front and double pages in the layout.
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BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
06. visual
- 1. UAL Diploma in Creative Media Production and Technology Students Name Project Title Visual Unit(s) Exploring Visual Production and Technology Unit No 06 Tutor(s) C.Pulleyn C. Clarke B. Holmes Project Dates Start Date (w/c) 13/01/19 Deadline Date (w/c) 07/02/20 Aims YC Publishing is looking for a new graphic designer and copy-writer and has asked for open submissions of design portfolios with evidence of development. You must develop a concept, research and plan a media related magazine. This could be for a music/video- game/film/entertainment magazine. You have to produce pages from your magazines to demonstrate your ability with page layout and graphic design. Aims This unit will require the student to develop an original concept based in a genre of their choosing. Learners will be required to employ their research and planning skills to inform their production decisions. By the end of this unit you will; 1. Develop ideas for a magazine 2. Be able to research magazines and apply the research to your production 3. Be able to plan and create a magazine The tasks set below are only indicative of what you can do to fulfil the required criteria. If you wish to be assessed through alternative methods (video/audio recordings, discussions with tutor, commentaries etc.) inform your tutor and we will do our best to accommodate your request. The task numbers listed correspond against documents available on Blackboard to complete your work. However if you would like to use/create your own or utilise alternative ways of demonstrating/submitting your work, talk with your tutor. Where tasks have an additional designation these tasks are completed within the document of that number (7a + 7b are both within the 7. Evaluation document for example). ` ASSESSOR DATE IV ASSESSOR IV DATE PROJECT BRIEF
- 2. UAL Diploma in Creative Media Production and Technology Tasks/Notes Task 1 - Idea Generation 1.1 You must generate ideas to consider options and production methods of what you could create for your project. You must complete; Mind Map of 3 potential ideas you could make Mind Map of your final idea Mood Board exploring related/inspirational images Informal Pitch to tutor (to discuss suitability) Task 2 - Product Research 1.1 & 2.1 You now need to explore existing products similar to your own to develop your ideas. You must look at least 3 existing products. After your analysis, provide a summary of what aspects of the research will influence your final product. When researching and analysing existing products discuss; Type of image/game-genre, angle, effects, post-production, visual themes Use of lighting/composition/mise en scene/costume/props/location/colours/fonts etc. Audience appeal- how does it make its audience want to buy/watch/play it? You must also complete a brief audience profile referencing the age range, gender, psychographic and social status of your product. Reference potential content that would appeal to each group. Task 3 - Production Experiments 1.2 & 3.1 You need to experiment in your chosen medium. Make something similar but unrelated to your chosen idea. This could be a magazine of an alternative genre (fishing etc) and/or replication of an existing magazine within your chosen genre. Do not make it a version of your final product; it is an experiment. Provide a brief reflection of the processes you used and how it has been useful. Task 4 - Formal Proposal 2.1 Finalise your concept in a formal written format discussing your idea’s; Working title Purpose Genre Content Audience Legal and Ethical Considerations
- 3. UAL Diploma in Creative Media Production and Technology Tasks/Notes Task 5 - Pre-Production 1.2 & 3.1 Complete pre-production work relevant to your concept referencing; Style Sheet (potential colour schemes and font choices) Layout Plans (potential layouts of what your product could look like) Resources Contingency Planning (considering what could go wrong and how it could be fixed) Health & Safety (considering how someone could be harmed during production and how it could be avoided) Schedule Task 6 - Production and Reflection 1.2, 3.1 & 3.2 Produce your planned products following your schedule and pre-production work. You must also reflect upon your work. At the end of each working day, print-screen your work within the program you are using and reflect upon your work. Discuss the tools and processes used in your production. Log your thoughts and feelings about your work. Task 7a - Peer Feedback 3.2 You must conduct peer feedback on another students work and allow others to feedback on yours. Display/demonstrate your work to a peer and then get them to comment on the strengths and weaknesses of the project. Once you have collected your responses, reflect upon the comments made and assess your work in relation to the feedback. Task 7b - Evaluation 3.2 Reflect upon your work discussing; The strengths and weaknesses of your; o Planning o Research o Time Management The aesthetic (the way it looks) qualities of your work The audience appeal of your work Strengths and weaknesses of the overall product Employ visual imagery whenever possible to provide clear illustrative examples of the topics you are discussing.
- 4. UAL Diploma in Creative Media Production and Technology Students Name Project Title Magazine Unit(s) Exploring Visual Production and Technology Unit No 06 Tutor(s) C.Pulleyn C. Clarke B. Holmes Assessment In order to be assessed for this assignment you must complete the following work and submit it by the required time. Below are the stages with the corresponding assessment criteria as outlined in the unit specifications. Task (s) Grading Criteria Fail Pass 1 & 2 If the work is absent or submitted in an incomplete state by the allocated deadline it will be marked as a fail. Work must also fulfil criteria stated in brief. 1.1 Use a range of skills to inform and develop ideas for creative production. 3 & 6 If the work is absent or submitted in an incomplete state by the allocated deadline it will be marked as a fail. Work must also fulfil criteria stated in brief. 1.2 Assess the effectiveness of technology skills in solving an visual production problem. 2, 4 & 5 If the work is absent or submitted in an incomplete state by the allocated deadline it will be marked as a fail. Work must also fulfil criteria stated in brief. 2.1 Use contextual awareness to support the development of ideas for visual production. 3 & 6 If the work is absent or submitted in an incomplete state by the allocated deadline it will be marked as a fail. Work must also fulfil criteria stated in brief. 3.1 Use creative media methods and skills for visual production. 6 & 7 If the work is absent or submitted in an incomplete state by the allocated deadline it will be marked as a fail. Work must also fulfil criteria stated in brief. 3.2 Assess the effectiveness of selected methods and skills to communicate ideas.