1.website & team_profiles_guidance
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This document provides instructions for setting up a website using Weebly to host coursework for an Advanced Portfolio class. Students are to create 6 main pages for their website - Home, Log, Development, Pre-Production, Production, and Evaluation. Each main page will have drop down subpages listing the specific work uploaded. A team profile page is also required with individual profiles of each team member. Other requirements include uploading the project brief, videos, images, and final product templates to the home page. The website must have a team logo that is bold, branded, eye-catching, and self-contained. The objective is to design an engaging website to present coursework to the examiner. Example websites are provided.
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7.storyboard & animatic_guidance
To create a storyboard and animatic for a one-minute film trailer:
1. Visualize each key shot and scene using the provided storyboard template, discussing the camera movements and shot types.
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3. Add up the number of storyboard frames needed to match the animatic, which will provide the structure for the original trailer.
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The document outlines the requirements for 4 film magazine front cover designs and 4 film posters that are part of an advanced portfolio coursework. Each cover and poster must include elements like a masthead, character composition, color scheme, positioning of text elements, and credits. The portfolio contains draft designs of magazine covers and posters that meet the specified criteria.
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The document outlines the objectives, requirements and stages of a film, TV and video production course. It discusses identifying production roles and their responsibilities during pre-production, production and post-production stages. Learners must research crew roles, complete tasks mapping crew relationships and producing a pre-production report. They are also asked to practically demonstrate a crew role in remaking an opening sequence and examine narrative structures like episodic, serial and single drama formats. Resources are provided on creating web series, budgeting, crew roles, narrative techniques, and examples are given of web series to analyze.
4. audience
This document provides information and tasks related to evaluating a media production for a critical perspectives exam. It discusses several key concepts that will be covered, including genre, narrative, representation, audience, and media language. Students are asked to answer questions about their project, target audience, and the meaning of their trailer. Several theories related to media effects and audiences are also summarized, including mass audience theory, active audience theory, uses and gratification theory, cultivation theory, desensitization theory, and the hypodermic syringe model. Students are asked to apply these theories to their trailer and the horror genre.
3. representation
This document provides information about the concept of representation that will be useful for analyzing a media production for a critical perspectives exam. It defines representation as how media re-presents or constructs meanings about the world. It discusses key questions to consider when analyzing representation, such as what concepts are highlighted, what representations are generated, and if there are any stereotypes. The document also discusses theories of representation, such as how gender is typically represented in media according to theorists like Berger and Mulvey. It provides several quotes about representation that could be cited. Finally, it discusses concepts like the "male gaze," the "final girl" trope in horror, and how different genres like zombies films can represent cultural ideas.
Task 3 bfi video guide structure
1) The document provides guidance for creating a video guide discussing the development of editing techniques from early cinema to modern films.
2) It outlines key editing techniques pioneered by early filmmakers like Melies and Griffith and how they advanced storytelling.
3) The document then discusses the purposes and examples of continuity editing techniques used in mainstream films versus alternative techniques used in Soviet montage films and French New Wave films to challenge conventions.
4) Finally, it prompts comparing the uses of continuity and alternative editing techniques in contemporary films and music videos to their origins and assessing how editing purposes have developed.
2015 2016 assignment brief 1,16, 22
This document provides the brief for a short film project assignment for a creative media production qualification. Students must create a 5 minute thriller or drama film shot using single camera techniques. They will go through various tasks from analyzing genre conventions to planning and producing their short film. The deadline for an interim cut is November 27th and the final deadline is April 15th. Students will be assessed on their pre-production, production and post-production work, as well as their understanding of relevant skills and concepts.
22b proposal
The document outlines requirements for producing a proposal for a digital media product at different levels of achievement. A basic proposal should outline the idea, purpose, target audience and some information about content and production. An adequate proposal needs more detail around the audience, content, and plan, and some research findings. An effective proposal comprehensively describes the idea and audience, and provides a considered plan and research summary. The highest level requires an imaginative and detailed proposal with a fully defined audience, thoughtful content details, comprehensive plan, and research on both the market and audience.
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- 1. CTK – A2 Media: Unit G324 Advanced Portfolio Coursework WEBSITE & TEAM PROFILES TASK: Website & Team Profiles SOFTWARE: Word/Weebly DESCRIPTION: Please set up your website using www.weebly.com. You URL must be (www. PRODUCTIONCOMPANYNAME.weebly.com). This URL must be given to your teacher and never be changed. Please set up 6 individual website pages as follows: HOME – LOG – DEVELOPMENT – PRE-PRODUCTION – PRODUCTION – EVALUATION. Unlike the AS year, you will need to set up drop down pages for each area (see next page for guidance). The home page will be the first thing the examiner sees, therefore it must be visually engaging. Include: the project brief and project mark scheme, a team profile picture, visual elements relating to the project (2 YouTube videos, 5 images, 5 gifs), also upload the 3 final product templates (this is where your final poster, magazine and trailer will be uploaded when complete). A crew profile page will need to be created with individual written profiles about each team member (Name + Age + Subjects + Interests/Hobbies + Goals in Life + Skills + Favourite Horror Film). A team logo must be created and it must be bold, able to be branded, eye catching and self contained. OBJECTIVE: To practice using Weebly and design an engaging platform for your coursework to be presented to the examiner. A-GRADE EXAMPLES: http://runawayinc.weebly.com/ http://spookyentertainment.weebly.com/
- 2. CTK – A2 Media: Unit G324 Advanced Portfolio Coursework -A2 COURSEWORK WEBSITE STRUCTURE- All A2 Media Students will upload all their coursework on to a group website for assessment. All work must be uploaded before each deadline. It is very important to keep your website in order. To help with this you must set up individual ‘tabs’ for each unit of your A2 coursework. Please follow the guide below: * Only set up main tabs, sub tabs simply list what work is uploaded on each main tab. STRUCTURE Home Team Log Development Pre-Production Production Evaluation Team Profile Audience Research Shooting Script & Location Recce Question 1 The Horror Genre Print Design Camera Work Question 2 Textual Analyses Storyboard & Animatic Costume & Makeup Question 3 Concepts & Treatment Moodboard & Artwork Sound Design Question 4
- 3. CTK – A2 Media: Unit G324 Advanced Portfolio Coursework All productionteamswill have the opportunitytouploadmore workif they desire (such as on shoot footage etc.). The above is the minimum amount of work each team must produce.