The document examines the links between the program content and target audiences of events at three different festivals: the London Children's Film Festival, Ladyfest Ten, and the Eid Festival London. For each festival, it identifies the target audience and why two selected events from the program would appeal to that audience. For example, for the London Children's Film Festival, it notes that a "make a film in a day" workshop is targeted at young children and teenagers as it allows them to experience editing films hands-on.
The Day of the Duck event at Taylor Middle School was a success. Students participated in activities like hitting each other with sticks, racing through an obstacle course, and watching teachers get dunked in the dunk tank. The 8th graders enjoyed the bungee jump and seeing their principal get dunked repeatedly. The event was organized and funded by the school counselors and all had a fun time.
1. The document discusses various ways that residents at an old age home in Pune find happiness and purpose, such as through spiritual activities, hobbies, caring for others, and socializing.
2. It profiles several residents, such as a former actor who entertains others through mimicry, women who enjoy dancing and taking care of each other, and a man who finds solace in compiling Bible verses.
3. The organization that runs the home aims to provide small comforts and activities for residents to keep them happy, such as occasional treats, outings, and cable television.
The document examines promotional materials from several contrasting festivals to analyze their type, aims, programming, and target audiences. It provides a table analyzing the London Children's Film Festival, Ladyfest Ten, Thames Festival, and Eid Festival London. The London Children's Film Festival is a film showcase for families with workshops and films aimed at children 16 and under. Ladyfest Ten celebrates and promotes women's creativity through performances, workshops, and arts. The Thames Festival celebrates London and its river through markets, music, and competitions. The Eid Festival London allows people of all backgrounds to experience and enjoy the cultural diversity of the Islamic religion through performances, exhibitions, and prayers.
The document examines promotional materials from several contrasting festivals to analyze their type, aims, programming, and target audiences. It provides a table analyzing the London Children's Film Festival, Ladyfest Ten, Thames Festival, and Eid Festival London. The London Children's Film Festival is a film showcase for families with workshops and films aimed at children 16 and under. Ladyfest Ten celebrates and promotes women's creativity through performances, workshops, and arts. The Thames Festival celebrates London and its river through markets, music, and competitions. The Eid Festival London allows people of all backgrounds to experience and enjoy the cultural diversity of the Islamic religion through performances, exhibitions, and prayers.
This document examines the links between program content and target audiences for events at different festivals. It provides details on two events from each of four festivals: Lady Fest, Holi Festival of Colours, and Chinese New Year. For each event, it identifies the target audience and why the event would appeal to that audience, noting that the events often relate to the culture or traditions of the festival.
The document discusses examining the links between program content and target audiences for festivals. It provides examples of two events from three festivals - Eid-Ul-Adha, T4 on the Beach, and Lady Fest. For each event, it describes the program content and target audience, and why the event will appeal to that audience. The target audiences include families and friends for Eid-Ul-Adha events, those age 15+ for T4 on the Beach music performances, and women both past, present and future for Lady Fest art and music events.
The document describes the planned activities and attractions for the Central Fest 2010 festival. It includes performances by a school band and dance group, bouncy castles, student art and film exhibitions, food sales, archery, face painting, nail painting, balloon modeling, live student singing, a citizenship information room, volunteer paramedics, and a cinema room showing films. The variety of activities is intended to appeal to people of all ages and provide entertainment, arts, food, and information to engage the community.
This document discusses how to examine the links between program content and target audiences for festivals. It provides examples of two festivals - Eid-ul-Adha and T4 on the Beach. For Eid-ul-Adha, the events of sacrificing an animal and wearing new clothes will appeal to families and friends as it is an Islamic festival. For T4 on the Beach, the music performances will appeal to those age 15+ so they can discover the latest music. The document instructs students to analyze how two events from different festival programs relate to their intended target audiences.
The Day of the Duck event at Taylor Middle School was a success. Students participated in activities like hitting each other with sticks, racing through an obstacle course, and watching teachers get dunked in the dunk tank. The 8th graders enjoyed the bungee jump and seeing their principal get dunked repeatedly. The event was organized and funded by the school counselors and all had a fun time.
1. The document discusses various ways that residents at an old age home in Pune find happiness and purpose, such as through spiritual activities, hobbies, caring for others, and socializing.
2. It profiles several residents, such as a former actor who entertains others through mimicry, women who enjoy dancing and taking care of each other, and a man who finds solace in compiling Bible verses.
3. The organization that runs the home aims to provide small comforts and activities for residents to keep them happy, such as occasional treats, outings, and cable television.
The document examines promotional materials from several contrasting festivals to analyze their type, aims, programming, and target audiences. It provides a table analyzing the London Children's Film Festival, Ladyfest Ten, Thames Festival, and Eid Festival London. The London Children's Film Festival is a film showcase for families with workshops and films aimed at children 16 and under. Ladyfest Ten celebrates and promotes women's creativity through performances, workshops, and arts. The Thames Festival celebrates London and its river through markets, music, and competitions. The Eid Festival London allows people of all backgrounds to experience and enjoy the cultural diversity of the Islamic religion through performances, exhibitions, and prayers.
The document examines promotional materials from several contrasting festivals to analyze their type, aims, programming, and target audiences. It provides a table analyzing the London Children's Film Festival, Ladyfest Ten, Thames Festival, and Eid Festival London. The London Children's Film Festival is a film showcase for families with workshops and films aimed at children 16 and under. Ladyfest Ten celebrates and promotes women's creativity through performances, workshops, and arts. The Thames Festival celebrates London and its river through markets, music, and competitions. The Eid Festival London allows people of all backgrounds to experience and enjoy the cultural diversity of the Islamic religion through performances, exhibitions, and prayers.
This document examines the links between program content and target audiences for events at different festivals. It provides details on two events from each of four festivals: Lady Fest, Holi Festival of Colours, and Chinese New Year. For each event, it identifies the target audience and why the event would appeal to that audience, noting that the events often relate to the culture or traditions of the festival.
The document discusses examining the links between program content and target audiences for festivals. It provides examples of two events from three festivals - Eid-Ul-Adha, T4 on the Beach, and Lady Fest. For each event, it describes the program content and target audience, and why the event will appeal to that audience. The target audiences include families and friends for Eid-Ul-Adha events, those age 15+ for T4 on the Beach music performances, and women both past, present and future for Lady Fest art and music events.
The document describes the planned activities and attractions for the Central Fest 2010 festival. It includes performances by a school band and dance group, bouncy castles, student art and film exhibitions, food sales, archery, face painting, nail painting, balloon modeling, live student singing, a citizenship information room, volunteer paramedics, and a cinema room showing films. The variety of activities is intended to appeal to people of all ages and provide entertainment, arts, food, and information to engage the community.
This document discusses how to examine the links between program content and target audiences for festivals. It provides examples of two festivals - Eid-ul-Adha and T4 on the Beach. For Eid-ul-Adha, the events of sacrificing an animal and wearing new clothes will appeal to families and friends as it is an Islamic festival. For T4 on the Beach, the music performances will appeal to those age 15+ so they can discover the latest music. The document instructs students to analyze how two events from different festival programs relate to their intended target audiences.
This document discusses the links between festival programming content and target audiences. It provides examples from two events at different festivals and describes the target audience and why each event would appeal to that audience. The Glastonbury Festival event of Circus targets children because circus entertainment appeals to them. The poetry event targets young adults and adults who will appreciate the use of language. At the Lady Fest, art exhibitions target women who love art, and music performances target women who love music. The reading festival's book center appeals to book lovers of all ages, and its music events appeal to music lovers who enjoy exploring stories through lyrics.
The document summarizes the target audiences for various events at the Central Fest 2010 festival. It identifies young children, teenagers, families, and the general public as targets for events like face painting, nail art, school band performances, bouncy castles, cookery demonstrations, and more. The success of the festival will depend on attracting audiences to enjoy the diverse programming planned.
This document provides a description of events for the Central Fest festival and identifies the target audience for each event. Events include a nail bar aimed at teen girls, face painting for young children, a cinema room for families, balloon making for children, a women's cafe for women and children, an idea store for everyone, citizenship stalls for adults, awareness raising for the community, medical support from paramedics for all, live music performances for everyone, archery open to all ages, bouncy castles for teenagers and children, and photography for families and individuals. The success of the festival will depend on attracting audiences to these various events.
The document describes the planned activities and entertainment for the Central Fest 2010 festival. It includes a dance performance by the school dance group, live music by the school band, henna painting, balloon art, nail painting, face painting, portrait photography, volunteers to provide guidance, a refreshment stand with halal and vegetarian food, and a film room showing movies with popcorn. The various activities were chosen to align with the festival theme of "Media Madness" and to provide entertainment suitable for all ages that also showcases student talent from the school.
This document discusses promotional methods and materials for a school festival called Central Fest 2010. It provides a table to list promotional materials, where they could be distributed, notes about promoting specific events, and timing/deadlines. Promotional materials proposed include assembly announcements, flyers, emails, t-shirts for staff/volunteers, and a Facebook event page. The flyers would be handed out on the festival day and posted in public areas. An email would inform staff and teachers. T-shirts would be distributed to staff and volunteers on the day. A Facebook event page would be used to invite people and estimate attendance.
The document discusses promoting a school festival called Central Fest. It provides a description and proposed target audiences for each event at the festival, which includes performances, workshops, cinema, photography, bouncy castles, a cafe, school band, and medical services. The events are aimed at audiences of all ages, including children, families, and those interested in specific activities like music, crafts, and health services. The overall goal of the festival is to attract a wide audience through programming diverse events.
The document discusses promoting a school festival called Central Fest. It provides a description and proposed target audiences for each event at the festival, which includes performances, workshops, cinema, photography, bouncy castles, a cafe, school band, and medical services. The events are aimed at audiences of all ages, including children, families, and those interested in specific activities like music, crafts, and health services. The overall goal of the festival is to attract a wide audience through programming diverse events.
The document outlines an assignment for an opening sequence to a psychological thriller film, including details on the target audience, narrative structure, and conventions used to create mystery and suspense around a girl being stalked by an unknown character. Enigmas are established about the stalker's identity and motive to intrigue the audience and drive them to continue watching to find the answers.
This document discusses festival programming and target audiences. It provides examples from two events at the Eid Festival in London, targeting teenagers/children for live music/dance and the elderly for Quran recitations. It also examines events at the Bricklane Music Festival, targeting those over 18 for bands and bowling. The Notting Hill Carnival targets everyone for its parade and Caribbean food. The document analyzes how the content of each event appeals to its described target audience.
6.3.2 deciding on suitable promotional methodsand materialsAbisolaCm
The document discusses promotional methods and materials for a music festival. It provides a table to plan publicity campaigns with columns for promotional materials, distribution channels, notes, and timings/deadlines. Examples given for promotional materials include posters, flyers, t-shirts, signage, school assemblies, announcements, flash mobs, and youth centers. The distribution channels include schools, magazines/newspapers, local busy places, school assemblies, and youth centers. Notes address permissions, production details, and organizing volunteers. Timings range from 1 week to 3 weeks before the event.
The document discusses promotional methods and materials for a school festival. It includes a table with promotional materials in the first column like posters, flyers, and press releases. The second column lists where these materials could be distributed, such as around the community and to schools. The third column is for notes on promoting specific events. The fourth column includes distribution deadlines and timings for publicity events leading up to the festival. Promotional methods discussed include leaflets, emails, school assembly announcements, a volunteer briefing, and t-shirts for staff and volunteers.
This document discusses how festivals link their programming to target audiences. It provides examples from three festivals: the Holi festival, Thames Festival, and Baishakhi Mela. For each festival, it lists two events, describes the target audience for each event, and explains why the event would appeal to that audience based on the event's content relating to the festival's traditions or providing family entertainment.
The Fault-Line Film Festival is a student film competition organized by Southeast Missouri State University. Any student from a Missouri college can submit a short film of 10 minutes or less in genres such as comedy, drama, or animation. About 50 films were submitted last year. Awards will be given out at a screening event, including Best in Show and Audience Choice. The goal is to make the festival nationally recognized to help students advance in filmmaking.
The festival is being staged by media students from the school with help from volunteers and staff. It will take place on November 20th at the school and feature performing arts and community activities. People should attend because it is free and provides an opportunity to spend quality time with family and friends. To promote the event, organizers will put up posters around school, hand out flyers, and make announcements to inform people about the festival and encourage attendance.
This document discusses promotional strategies for a school festival. It suggests creating posters, flyers, and letters to promote the event. Posters would be displayed around the school and in the local community two weeks prior to generate awareness. Flyers would be distributed outside of school to target young people and families. Letters would be sent home to invite parents and ensure they are informed. The document provides a table to plan promotional materials, distribution channels, notes, and timing of promotion and distribution deadlines.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
The document discusses promotional methods and materials for a school festival. It suggests listing promotional materials in the first column, distribution locations in the second column, and notes in the third column. Posters, flyers, press releases, announcements, guerrilla marketing, and banners are proposed promotional materials. Distribution locations include in and around the school, outside the school gates, and other off-campus locations. Timing details like deadlines should be noted in the fourth column.
This document contains a series of numbers without any other context or information provided. It is unclear what these numbers represent or what they are referring to based on the limited information given.
This document provides templates for students to evaluate their role and performance in a group project. It includes an example response from a student who worked with a partner to complete a photography project. The student's responsibilities included designing storyboards, handling budgets and promotions. Their partner was responsible for permissions, posters and interviews. The student did well by meeting deadlines and developing photography skills. They struggled with uploading photos but learned about teamwork and personal skills like directing, managing and communication.
The document provides templates and questions for students to evaluate their role and performance in a group project. It includes:
1) An explanation of the roles and responsibilities split between the student and their partner for the project, including tasks like designing storyboards, handling budgets, organizing auditions.
2) Questions to reflect on what went well and not so well, with the student noting they met deadlines and improved photography skills but had trouble uploading photos.
3) Learning that teamwork is vital for production success, and that the student worked well with their partner while developing skills in areas like directing, managing and camera work.
This document discusses the links between festival programming content and target audiences. It provides examples from two events at different festivals and describes the target audience and why each event would appeal to that audience. The Glastonbury Festival event of Circus targets children because circus entertainment appeals to them. The poetry event targets young adults and adults who will appreciate the use of language. At the Lady Fest, art exhibitions target women who love art, and music performances target women who love music. The reading festival's book center appeals to book lovers of all ages, and its music events appeal to music lovers who enjoy exploring stories through lyrics.
The document summarizes the target audiences for various events at the Central Fest 2010 festival. It identifies young children, teenagers, families, and the general public as targets for events like face painting, nail art, school band performances, bouncy castles, cookery demonstrations, and more. The success of the festival will depend on attracting audiences to enjoy the diverse programming planned.
This document provides a description of events for the Central Fest festival and identifies the target audience for each event. Events include a nail bar aimed at teen girls, face painting for young children, a cinema room for families, balloon making for children, a women's cafe for women and children, an idea store for everyone, citizenship stalls for adults, awareness raising for the community, medical support from paramedics for all, live music performances for everyone, archery open to all ages, bouncy castles for teenagers and children, and photography for families and individuals. The success of the festival will depend on attracting audiences to these various events.
The document describes the planned activities and entertainment for the Central Fest 2010 festival. It includes a dance performance by the school dance group, live music by the school band, henna painting, balloon art, nail painting, face painting, portrait photography, volunteers to provide guidance, a refreshment stand with halal and vegetarian food, and a film room showing movies with popcorn. The various activities were chosen to align with the festival theme of "Media Madness" and to provide entertainment suitable for all ages that also showcases student talent from the school.
This document discusses promotional methods and materials for a school festival called Central Fest 2010. It provides a table to list promotional materials, where they could be distributed, notes about promoting specific events, and timing/deadlines. Promotional materials proposed include assembly announcements, flyers, emails, t-shirts for staff/volunteers, and a Facebook event page. The flyers would be handed out on the festival day and posted in public areas. An email would inform staff and teachers. T-shirts would be distributed to staff and volunteers on the day. A Facebook event page would be used to invite people and estimate attendance.
The document discusses promoting a school festival called Central Fest. It provides a description and proposed target audiences for each event at the festival, which includes performances, workshops, cinema, photography, bouncy castles, a cafe, school band, and medical services. The events are aimed at audiences of all ages, including children, families, and those interested in specific activities like music, crafts, and health services. The overall goal of the festival is to attract a wide audience through programming diverse events.
The document discusses promoting a school festival called Central Fest. It provides a description and proposed target audiences for each event at the festival, which includes performances, workshops, cinema, photography, bouncy castles, a cafe, school band, and medical services. The events are aimed at audiences of all ages, including children, families, and those interested in specific activities like music, crafts, and health services. The overall goal of the festival is to attract a wide audience through programming diverse events.
The document outlines an assignment for an opening sequence to a psychological thriller film, including details on the target audience, narrative structure, and conventions used to create mystery and suspense around a girl being stalked by an unknown character. Enigmas are established about the stalker's identity and motive to intrigue the audience and drive them to continue watching to find the answers.
This document discusses festival programming and target audiences. It provides examples from two events at the Eid Festival in London, targeting teenagers/children for live music/dance and the elderly for Quran recitations. It also examines events at the Bricklane Music Festival, targeting those over 18 for bands and bowling. The Notting Hill Carnival targets everyone for its parade and Caribbean food. The document analyzes how the content of each event appeals to its described target audience.
6.3.2 deciding on suitable promotional methodsand materialsAbisolaCm
The document discusses promotional methods and materials for a music festival. It provides a table to plan publicity campaigns with columns for promotional materials, distribution channels, notes, and timings/deadlines. Examples given for promotional materials include posters, flyers, t-shirts, signage, school assemblies, announcements, flash mobs, and youth centers. The distribution channels include schools, magazines/newspapers, local busy places, school assemblies, and youth centers. Notes address permissions, production details, and organizing volunteers. Timings range from 1 week to 3 weeks before the event.
The document discusses promotional methods and materials for a school festival. It includes a table with promotional materials in the first column like posters, flyers, and press releases. The second column lists where these materials could be distributed, such as around the community and to schools. The third column is for notes on promoting specific events. The fourth column includes distribution deadlines and timings for publicity events leading up to the festival. Promotional methods discussed include leaflets, emails, school assembly announcements, a volunteer briefing, and t-shirts for staff and volunteers.
This document discusses how festivals link their programming to target audiences. It provides examples from three festivals: the Holi festival, Thames Festival, and Baishakhi Mela. For each festival, it lists two events, describes the target audience for each event, and explains why the event would appeal to that audience based on the event's content relating to the festival's traditions or providing family entertainment.
The Fault-Line Film Festival is a student film competition organized by Southeast Missouri State University. Any student from a Missouri college can submit a short film of 10 minutes or less in genres such as comedy, drama, or animation. About 50 films were submitted last year. Awards will be given out at a screening event, including Best in Show and Audience Choice. The goal is to make the festival nationally recognized to help students advance in filmmaking.
The festival is being staged by media students from the school with help from volunteers and staff. It will take place on November 20th at the school and feature performing arts and community activities. People should attend because it is free and provides an opportunity to spend quality time with family and friends. To promote the event, organizers will put up posters around school, hand out flyers, and make announcements to inform people about the festival and encourage attendance.
This document discusses promotional strategies for a school festival. It suggests creating posters, flyers, and letters to promote the event. Posters would be displayed around the school and in the local community two weeks prior to generate awareness. Flyers would be distributed outside of school to target young people and families. Letters would be sent home to invite parents and ensure they are informed. The document provides a table to plan promotional materials, distribution channels, notes, and timing of promotion and distribution deadlines.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
This document provides a table for planning a school festival, listing various activities and explaining their suitability. It includes drama and dance workshops run by teachers, a performance stage, face painting, nail painting, balloon making, bouncy castles, and information stalls. The activities were chosen to entertain families and children at the performing arts themed festival through interactive arts, crafts, and entertainment.
The document discusses promotional methods and materials for a school festival. It suggests listing promotional materials in the first column, distribution locations in the second column, and notes in the third column. Posters, flyers, press releases, announcements, guerrilla marketing, and banners are proposed promotional materials. Distribution locations include in and around the school, outside the school gates, and other off-campus locations. Timing details like deadlines should be noted in the fourth column.
This document contains a series of numbers without any other context or information provided. It is unclear what these numbers represent or what they are referring to based on the limited information given.
This document provides templates for students to evaluate their role and performance in a group project. It includes an example response from a student who worked with a partner to complete a photography project. The student's responsibilities included designing storyboards, handling budgets and promotions. Their partner was responsible for permissions, posters and interviews. The student did well by meeting deadlines and developing photography skills. They struggled with uploading photos but learned about teamwork and personal skills like directing, managing and communication.
The document provides templates and questions for students to evaluate their role and performance in a group project. It includes:
1) An explanation of the roles and responsibilities split between the student and their partner for the project, including tasks like designing storyboards, handling budgets, organizing auditions.
2) Questions to reflect on what went well and not so well, with the student noting they met deadlines and improved photography skills but had trouble uploading photos.
3) Learning that teamwork is vital for production success, and that the student worked well with their partner while developing skills in areas like directing, managing and camera work.
The student evaluated their creative process for a photography exhibition project on fashion and diversity in London. They generated initial ideas through research and meetings, deciding to combine photography of London sites with a fashion show to present different cultures. Research with a model and photographer helped improve their skills. Production went well with a variety of models at auditions and on-time deadlines, though the exhibition setup was rushed. The student would prepare the exhibition room earlier in future.
This document provides an evaluation of a student's photography and exhibition project focused on representing diversity in London through different fashion cultures. The student worked in a group with a partner to combine ideas. Strengths included effectively directing volunteer models and managing the production team by scheduling meetings and setting dates and deadlines. A weakness was initially feeling uncomfortable working in a group as an independent worker, but this was overcome by participating fully and respecting teammates' ideas.
The document discusses traditional fashion from different cultures including Western/British, Arabian, African, Chinese, and Indian. For each culture, it provides a brief history of people from that culture living in Britain and then describes traditional clothing. The document contains photographs from photo shoots portraying women wearing traditional clothing from these different cultures with information on the photographer, model, and hair/make-up artist for each shoot.
This document contains a skill development record for a student named Moushomi Hanif. It describes their final project of a diversity fashion photography exhibition in London. It lists three skills the student used: directing models for photographs, managing discussions to make decisions, and photography. For each skill, it explains how the student used the skill and the resulting outcome, such as the photographs looking great or decisions being made successfully.
This document provides information on secondary research sources for fashion among different ethnic groups in Britain. It includes websites on black British fashion trends such as colorful headscarves and maxi dresses. It also discusses the evolution of western fashion from trailing skirts to mini dresses. Another source is a book about changing clothes in China and traditional Chinese hanfu clothing, including variations for women like lotus shoes. The document aims to gather research on fashion trends among ethnic groups to inform a project.
This document discusses a diversity fashion exhibition that took place in London on May 4th, 2011. It shows two photos, one of a person on the right explaining the theme of the photography to visitors, and another of a person on the left answering questions from visitors.
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras. The research methods will help with understanding modeling and gaining photography skills for a higher project on scenes.
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras. The research methods will help with understanding modeling and gaining photography skills for a higher project on scenes.
This document outlines primary research methods for a higher diploma creative and media project, including interviewing a professional model to learn about modeling careers and help select subjects for photographs, having a session with an expert photographer to learn technical terms and practice using cameras and angles, and a planned visit from someone to discuss cameras.
The document provides a record of progress for a diversity fashion photography and exhibition project. It lists objectives that have been started or are still to be completed, including auditioning models, purchasing clothes and accessories, designing promotion posters, and booking an exhibition venue. The record indicates that auditions have been held and a budget set for clothes, but models still need to be selected and items purchased. A computer has been booked to design posters, which still need to be created and distributed. A meeting also remains to arrange the exhibition space.
Higher project activities include generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. Generating ideas and action planning will take 1-2 weeks. Research such as learning about photography history and interviewing professionals will take 2 weeks. Pre-production like booking equipment, costumes, and an exhibition space will take 2 weeks. Production scheduling and shooting will take 2-3 weeks. Post-production like printing and laminating photographs and holding an exhibition will take 1 week. Evaluation and communication will each take 1 day.
This document lists the types of resources a student will need to complete a higher project on creative media. It includes equipment like a digital camera, printer, and laminator which the student plans to borrow from the school. Software is not needed as photos will not be edited. Clothes and accessories for a photo shoot will be purchased within a £33 budget provided by the school. Volunteers will be recruited through an audition to pose for photos representing a culture. As the project is a partnership, no additional help is required beyond the partner's assistance. Transportation may need to be arranged through a family member with a valid license if traveling to a venue is required.
The document outlines the key activities that a student will need to complete for their creative media project, including generating ideas, action planning, research, pre-production, production, post-production, evaluation, and communication. For each activity, the student is instructed to consider how they will approach it for their specific project and estimate how long it will take to complete. Completing this worksheet will help the student fill out section 4 of their project proposal form.
This document appears to be a random string of numbers without any clear meaning or message. It does not contain enough contextual information to generate a multi-sentence summary.
This document appears to be a random string of numbers without any clear meaning or message. It does not contain enough contextual information to generate a multi-sentence summary.
Spanish Festivals
- Spain is known for its many festivals held in cities, towns and villages throughout the year. Some of the most famous include the Running of the Bulls in Pamplona, the fireworks festival of Las Fallas in Valencia, and mock battles in Alcoy.
Underage Festival
- The Underage Festival is for youth ages 14 to 18 and strictly prohibits those over 18. Confirmed musical acts include M.I.A, Tinchy Stryder, Ellie Goulding, Crystal Castles, and more. Soft drinks and food will be provided. Tickets cost £29.50.
Chinese Lantern Festivals
- In Chinese tradition,
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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