A2 pre production 1
•Download as PPTX, PDF•
1 like•1,498 views
This document outlines the lessons, requirements, and grading criteria for an Advanced Production Portfolio media studies course. It provides guidance on pre-production planning elements like storyboards, production schedules, equipment lists, and casting requirements. Completing thorough pre-production work is important for organization and is emphasized as a key factor in achieving higher grades. Students are expected to storyboard their projects, create schedules, and plan costumes, props, and locations. Attention to shot types, editing, and technical elements like syncing audio to video are also addressed.
Report
Share
Report
Share
Recommended
20191114b
Students will finish a Netflix boardroom simulation, be introduced to a new "Flip Flop!" project where they will research different roles such as project manager or designer, and correct and record scores for assignments 19.3 and 19.4. The Flip or Flop packet is due November 21st and will be graded on November 26th while the final remodel portfolio is due December 6th.
4. pre production sf 2017
This PowerPoint template provides guidance for students to plan their film production project. It includes sections for visual planning like storyboarding and shot lists, organizational planning for locations, cast, and contingencies. The document emphasizes pre-visualization and risk assessment. Sound design considerations are also outlined. Students are directed to additional resources on blackboard to develop characters, structure their story, and complete required forms for their planning.
Pre production _Mujeeb Riaz
Pre Production
Stages of Film TV production
Production
Post Production
Types of Producer
Script Writing Essential part of Pre production
Storyboard
Digital Storyboard
How to write a proposal for TV program or short film
Final schedule 1
The document outlines the schedule and tasks for a student's final major project on a games design course. Over several weeks, the student will research a character genre, develop character ideas through sketches and pitches, model and rig their chosen character in a 3D program, animate the character, and complete an evaluation by week 20. Key deliverables include regular meetings with a project manager and updates to a production log and schedule.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Draft treatment
This document outlines ideas for a music video including a narrative concept, characters, and resources needed. It also provides justification for the ideas by relating them to information about the artist, genre of music, and feedback from audience focus groups and questionnaires.
Year 13 summer homework
The document provides guidance for summer homework assignments for a Year 13 Media course. Students are instructed to complete blog posts over the summer holidays summarizing and analyzing various topics covered in class such as conventions in music videos, star images, audience theory, copyright, and genre and artist research. Each post must include what the student did, what they learned, and how it will impact their final production. Suggested topics for additional independent posts include analyzing the male gaze in music videos using Laura Mulvey's theory, researching the history and audience of a selected genre, and researching a selected artist. Students are reminded to present their work using a variety of media platforms and to proofread for spelling, grammar, and clarity.
Health and safety
1. The document assesses risks for an upcoming trip, listing hazards, those at risk, control measures, and risk ratings of 1-3. Hazards include getting separated from the group, injuries in the woods, encounters with wild animals, stings from nettles, personal illnesses, and slipping in mud. Control measures include keeping the group together, having contact details, being careful around animals and nettles, bringing medications, and wearing proper footwear.
Recommended
20191114b
Students will finish a Netflix boardroom simulation, be introduced to a new "Flip Flop!" project where they will research different roles such as project manager or designer, and correct and record scores for assignments 19.3 and 19.4. The Flip or Flop packet is due November 21st and will be graded on November 26th while the final remodel portfolio is due December 6th.
4. pre production sf 2017
This PowerPoint template provides guidance for students to plan their film production project. It includes sections for visual planning like storyboarding and shot lists, organizational planning for locations, cast, and contingencies. The document emphasizes pre-visualization and risk assessment. Sound design considerations are also outlined. Students are directed to additional resources on blackboard to develop characters, structure their story, and complete required forms for their planning.
Pre production _Mujeeb Riaz
Pre Production
Stages of Film TV production
Production
Post Production
Types of Producer
Script Writing Essential part of Pre production
Storyboard
Digital Storyboard
How to write a proposal for TV program or short film
Final schedule 1
The document outlines the schedule and tasks for a student's final major project on a games design course. Over several weeks, the student will research a character genre, develop character ideas through sketches and pitches, model and rig their chosen character in a 3D program, animate the character, and complete an evaluation by week 20. Key deliverables include regular meetings with a project manager and updates to a production log and schedule.
Evaluation 7
The document discusses what was learned from creating a preliminary task video to the final product. It describes learning the importance of following techniques like the 180 degree rule, shot reverse shot, and match on action to create continuity and coherence. Through practicing these in the preliminary task, the filmmakers discovered they could apply the rules more subtly while still creating continuity. They also learned to use two cameras instead of one when filming to better apply match on action. Additionally, they learned to incorporate more varied camera angles, shots, and edits to make the final video more professional and satisfying to the target audience. Completing the preliminary task helped teach important editing and camera work skills that improved the quality of the final video.
Draft treatment
This document outlines ideas for a music video including a narrative concept, characters, and resources needed. It also provides justification for the ideas by relating them to information about the artist, genre of music, and feedback from audience focus groups and questionnaires.
Year 13 summer homework
The document provides guidance for summer homework assignments for a Year 13 Media course. Students are instructed to complete blog posts over the summer holidays summarizing and analyzing various topics covered in class such as conventions in music videos, star images, audience theory, copyright, and genre and artist research. Each post must include what the student did, what they learned, and how it will impact their final production. Suggested topics for additional independent posts include analyzing the male gaze in music videos using Laura Mulvey's theory, researching the history and audience of a selected genre, and researching a selected artist. Students are reminded to present their work using a variety of media platforms and to proofread for spelling, grammar, and clarity.
Health and safety
1. The document assesses risks for an upcoming trip, listing hazards, those at risk, control measures, and risk ratings of 1-3. Hazards include getting separated from the group, injuries in the woods, encounters with wild animals, stings from nettles, personal illnesses, and slipping in mud. Control measures include keeping the group together, having contact details, being careful around animals and nettles, bringing medications, and wearing proper footwear.
Captured
Tiffany asks Gretchen to help her retake some photography assignments she lost, and they scout an area to take pictures. Tiffany directs Gretchen on poses while taking test shots but then realizes she needs to reload the camera's film. Gretchen offers to find a spot with better lighting while Tiffany reloads, telling her to stay where they are.
Audience theory
This document discusses two audience theories - the effects model and the uses and gratifications model - and applies them to analyzing music videos. The effects model views audiences as passive recipients of media messages that directly influence them. The uses and gratifications model sees audiences as active, using media to fulfill needs like information, identity, social interaction and entertainment. Students will learn these models, discuss how they apply broadly to music videos, and analyze how one specific video relates to the theories.
C4 youth tribes_booklet
This document provides an overview and introduction to a research project on UK youth tribes conducted by Channel 4 and Crowd DNA. The research utilized video diaries from 50 young people across 23 tribes to explore topics like identity, gaming, leisure, hopes and fears, and brands. Emerging trends from the research found UK youth feeling achievement fatigue, viewing friends as a key support system, and feeling anxious about lack of control over their lives. The document summarizes initial findings on each topic and indicates more detailed findings and videos will be released monthly on each topic from May to September 2011. Participants can sign up to receive updates on additional research results.
Editing of Horror Movie
The document discusses various editing filters, fonts, and sound editing applied in a movie project. Filters like Luma Keyer, Prism, and Flipped were used to darken tones, signify different points of view, and add variation. Different font colors like red and darker red were tested alongside drop shadows to make the text more visible against the horror genre backdrop. Sound was also edited by fading it out at the end for a smoother transition.
Treatment and focus group lesson
This document provides guidance to students on developing a treatment for a music video. It instructs students to conduct a poll to choose a song, annotate lyrics with initial ideas, and identify areas needing further exploration in a focus group. Students are then told to schedule a focus group, ask solid questions to develop their ideas, and write a draft treatment summarizing their concept. The document provides examples of lyrics, a sample treatment, and questions for the focus group. The objective is for students to learn how to construct a draft treatment integrating feedback from their focus group research.
Shotlist for horror film
This shot list details the camera shots needed for a horror film set in the woods. It includes 18 shots ranging from establishing shots, close-ups, tracking shots, and shots from different angles. The shots will show a victim, played by Bryony, walking alone in the woods while being stalked by a vampire, played by Hasnat. The shots will capture the victim's increasing unease and eventual attack by the vampire. Equipment needed includes cameras, tripods, and a phone.
Media A2 - FKA Twigs Casestudy
FKA Twigs is known for her edgy, cool, mysterious, strange, psychedelic and odd artistic style. She uses abstraction, particularly of the human body, across her two albums, videos, and publicity shots to create a consistent and recognizable image. This synergistic branding across platforms helps FKA Twigs to stand out and attract new audiences.
G322revision 090512100336-phpapp02
This document provides guidance on the TV Drama and Representation section of the G322 exam. It outlines the key areas students must discuss in their response, including camerawork, sound, mise-en-scene, editing, and representation. It emphasizes the importance of discussing all areas and linking analysis of technical elements to representations. Examples of shots, sounds, and other techniques are defined. The document also lists common TV drama genres and representation topics that may be assessed. Scoring criteria emphasize a full discussion linking extract examples to the question.
A2 level media exhibitors
This document discusses a media studies lesson on music video institutions. The learning objective is to research different institutions used for music video exhibition, including MTV, YouTube, VEVO, record label websites, artist sites, iTunes, and independent sites. Students are asked to post their findings on their blogs and choose the exhibitor they think will be most successful for a target audience. The connection provided is that Carla Bruni is a singer signed to Universal Music Group, which co-owns VEVO with other companies, and Rihanna has the most certified videos on YouTube.
Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as typical formats, content, techniques and styles used across a medium that provide visual and auditory clues to identify something as a title sequence. The document guides students through an activity to identify conventions in title sequences by watching examples and creating a mind map. It differentiates between technical, genre, titling, and institutional conventions and challenges students to think of sequences that break conventions.
Credits and timelines
This document provides guidance to students on including credits in a film opening sequence for a media studies assignment. It discusses the purpose of credits in films and TV, and common types of credits seen in opening sequences. Students are instructed to watch examples of opening sequences to identify commonly used credits. They are then asked to storyboard their own credit timeline by planning where different credits will appear. Peer feedback is utilized before students post their timelines online and work on implementing credits into their opening sequence designs. The goal is to help students understand the role of credits and effectively incorporate them in their own opening title designs.
Richard Dyer - Paradox of the Star
Richard Dyer suggests that there are two paradoxes of stars. First, that a star is both ordinary and extraordinary - they need to seem like regular people but also possess a special quality that makes them stand out. Second, that a star is both present and absent - they are part of our lives through their influence on our conversations, styles, and consumption, but are ultimately out of reach physically. The lesson objective is to complete star image work by embedding relevant theory and references to existing artists that exemplify these paradoxes.
9 key frames
The document discusses the typical elements contained in an opening film sequence. These elements include details of the cast and crew, the film's title, an introduction to characters or character types, indications of place and historical period, information about mood and tone, introduction of the signature theme tune, details about genre, intriguing questions that set up enigmas, and patterns of editing and mise-en-scene that will be echoed later in the film.
G321 Saul Bass Case Study
This document provides instructions for a lesson on graphic designer Saul Bass. It directs students to watch a documentary on Bass in preparation. It asks students to share one thing they learned about Bass from the documentary. It then provides information about who Bass was and his career creating title sequences and film posters. It includes a link to a montage of his work and asks students to describe his style and the genres of the films. It provides example links of Bass' work and discusses his inspiration on modern titles. It assigns students a task to create a Glogster guide on Bass and his influence, and explains what a teacher will be checking in their blogs.
As level tv drama 6 ethnicity region blog
The document discusses how ethnicity and regional identity are represented in media. It notes that white, British adults from London and the Southeast of England tend to be most accurately portrayed as they are the dominant social groups. Representations of less dominant ethnic minorities and groups from other regions can be less accurate and rely on stereotypes related to appearance, accents, catchphrases and employment. The document asks the reader to consider examples of inaccurate representations and how they may change a character's portrayal.
Theorists revision 1
This document provides information about a final exam on media and collective identity. It discusses the exam format, how it will be assessed and marked. It also provides context on key concepts related to the exam topic, including definitions of identity, collective identity, representation, and theories from scholars like David Buckingham, Erik Erikson, and Tafjel and Turner. Key aspects of youth identity construction and representation are explored through the theories of Henry Giroux, subcultures, and sense of community. Theories of hegemony, moral panic, and cultivation are also summarized.
6. What have you learnt about technologies from the process of constructing t...
The document discusses various technologies the author learned about through completing a music coursework project. The author set up a blog using Blogger to host their coursework. They created an online questionnaire using SurveyMonkey to gather audience feedback, and used Microsoft Excel to analyze the results with pie charts for their blog. PowerPoint was used to create presentations, which were uploaded to SlideShare and embedded in the blog. Serif PagePlus assisted with designing pages, and the author gained skills in manipulating images. DrawPlus helped remove an image's background. Prezi was used creatively for an evaluation, though it took some getting used to. A memory stick transferred work between home and school. Photos were taken on cameras and easily edited in
Powerpoint
This document provides guidance on planning practical media production work. It emphasizes the importance of thorough planning stages like recces, script blocking, thought plans, and photo shoot planning prior to production. These planning stages help students avoid issues during production and ensure they understand concepts like camera placement and movement. The document also provides examples of planning documents and discusses the benefits students gain from fully developing ideas and considering all production elements before beginning a shoot.
Film openings
This document outlines the key steps and considerations for a student film project to create titles and openings for a thriller film up to two minutes in length. It discusses assessing the task and equipment, setting up a blog to document the process, building skills in areas like sound and editing, researching film openings, brainstorming ideas through treatments and pitches, planning through storyboards and scheduling, the film shoot, editing, and evaluation. The overall process emphasizes thorough preparation, documentation, and teamwork.
Production guidance
The document outlines the steps for a group final project which includes discussing ideas, creating a treatment, holding production meetings, completing pre-production documents like schedules and shot lists, filming, editing, adding graphics and music, and submitting individual evaluations. It also includes creating a group contract that outlines tasks, timelines, and responsibilities for group members.
Advanced portfolio2013
This document outlines the tasks and deadlines for students completing their Advanced Portfolio, worth 50% of their A2 grade. By half term on October 24th, students must complete all research and planning tasks, finish all filming, and submit a rough cut of their video product. The document provides details on the tasks and homework assignments due between September 5th and October 24th, including research presentations, production concepts, scripts, and obtaining audience feedback. It also lists the assessment criteria for the research and planning work as well as the video production.
More Related Content
Viewers also liked
Captured
Tiffany asks Gretchen to help her retake some photography assignments she lost, and they scout an area to take pictures. Tiffany directs Gretchen on poses while taking test shots but then realizes she needs to reload the camera's film. Gretchen offers to find a spot with better lighting while Tiffany reloads, telling her to stay where they are.
Audience theory
This document discusses two audience theories - the effects model and the uses and gratifications model - and applies them to analyzing music videos. The effects model views audiences as passive recipients of media messages that directly influence them. The uses and gratifications model sees audiences as active, using media to fulfill needs like information, identity, social interaction and entertainment. Students will learn these models, discuss how they apply broadly to music videos, and analyze how one specific video relates to the theories.
C4 youth tribes_booklet
This document provides an overview and introduction to a research project on UK youth tribes conducted by Channel 4 and Crowd DNA. The research utilized video diaries from 50 young people across 23 tribes to explore topics like identity, gaming, leisure, hopes and fears, and brands. Emerging trends from the research found UK youth feeling achievement fatigue, viewing friends as a key support system, and feeling anxious about lack of control over their lives. The document summarizes initial findings on each topic and indicates more detailed findings and videos will be released monthly on each topic from May to September 2011. Participants can sign up to receive updates on additional research results.
Editing of Horror Movie
The document discusses various editing filters, fonts, and sound editing applied in a movie project. Filters like Luma Keyer, Prism, and Flipped were used to darken tones, signify different points of view, and add variation. Different font colors like red and darker red were tested alongside drop shadows to make the text more visible against the horror genre backdrop. Sound was also edited by fading it out at the end for a smoother transition.
Treatment and focus group lesson
This document provides guidance to students on developing a treatment for a music video. It instructs students to conduct a poll to choose a song, annotate lyrics with initial ideas, and identify areas needing further exploration in a focus group. Students are then told to schedule a focus group, ask solid questions to develop their ideas, and write a draft treatment summarizing their concept. The document provides examples of lyrics, a sample treatment, and questions for the focus group. The objective is for students to learn how to construct a draft treatment integrating feedback from their focus group research.
Shotlist for horror film
This shot list details the camera shots needed for a horror film set in the woods. It includes 18 shots ranging from establishing shots, close-ups, tracking shots, and shots from different angles. The shots will show a victim, played by Bryony, walking alone in the woods while being stalked by a vampire, played by Hasnat. The shots will capture the victim's increasing unease and eventual attack by the vampire. Equipment needed includes cameras, tripods, and a phone.
Media A2 - FKA Twigs Casestudy
FKA Twigs is known for her edgy, cool, mysterious, strange, psychedelic and odd artistic style. She uses abstraction, particularly of the human body, across her two albums, videos, and publicity shots to create a consistent and recognizable image. This synergistic branding across platforms helps FKA Twigs to stand out and attract new audiences.
G322revision 090512100336-phpapp02
This document provides guidance on the TV Drama and Representation section of the G322 exam. It outlines the key areas students must discuss in their response, including camerawork, sound, mise-en-scene, editing, and representation. It emphasizes the importance of discussing all areas and linking analysis of technical elements to representations. Examples of shots, sounds, and other techniques are defined. The document also lists common TV drama genres and representation topics that may be assessed. Scoring criteria emphasize a full discussion linking extract examples to the question.
A2 level media exhibitors
This document discusses a media studies lesson on music video institutions. The learning objective is to research different institutions used for music video exhibition, including MTV, YouTube, VEVO, record label websites, artist sites, iTunes, and independent sites. Students are asked to post their findings on their blogs and choose the exhibitor they think will be most successful for a target audience. The connection provided is that Carla Bruni is a singer signed to Universal Music Group, which co-owns VEVO with other companies, and Rihanna has the most certified videos on YouTube.
Conventions of title sequence
This document discusses conventions in title sequences. It defines conventions as typical formats, content, techniques and styles used across a medium that provide visual and auditory clues to identify something as a title sequence. The document guides students through an activity to identify conventions in title sequences by watching examples and creating a mind map. It differentiates between technical, genre, titling, and institutional conventions and challenges students to think of sequences that break conventions.
Credits and timelines
This document provides guidance to students on including credits in a film opening sequence for a media studies assignment. It discusses the purpose of credits in films and TV, and common types of credits seen in opening sequences. Students are instructed to watch examples of opening sequences to identify commonly used credits. They are then asked to storyboard their own credit timeline by planning where different credits will appear. Peer feedback is utilized before students post their timelines online and work on implementing credits into their opening sequence designs. The goal is to help students understand the role of credits and effectively incorporate them in their own opening title designs.
Richard Dyer - Paradox of the Star
Richard Dyer suggests that there are two paradoxes of stars. First, that a star is both ordinary and extraordinary - they need to seem like regular people but also possess a special quality that makes them stand out. Second, that a star is both present and absent - they are part of our lives through their influence on our conversations, styles, and consumption, but are ultimately out of reach physically. The lesson objective is to complete star image work by embedding relevant theory and references to existing artists that exemplify these paradoxes.
9 key frames
The document discusses the typical elements contained in an opening film sequence. These elements include details of the cast and crew, the film's title, an introduction to characters or character types, indications of place and historical period, information about mood and tone, introduction of the signature theme tune, details about genre, intriguing questions that set up enigmas, and patterns of editing and mise-en-scene that will be echoed later in the film.
G321 Saul Bass Case Study
This document provides instructions for a lesson on graphic designer Saul Bass. It directs students to watch a documentary on Bass in preparation. It asks students to share one thing they learned about Bass from the documentary. It then provides information about who Bass was and his career creating title sequences and film posters. It includes a link to a montage of his work and asks students to describe his style and the genres of the films. It provides example links of Bass' work and discusses his inspiration on modern titles. It assigns students a task to create a Glogster guide on Bass and his influence, and explains what a teacher will be checking in their blogs.
As level tv drama 6 ethnicity region blog
The document discusses how ethnicity and regional identity are represented in media. It notes that white, British adults from London and the Southeast of England tend to be most accurately portrayed as they are the dominant social groups. Representations of less dominant ethnic minorities and groups from other regions can be less accurate and rely on stereotypes related to appearance, accents, catchphrases and employment. The document asks the reader to consider examples of inaccurate representations and how they may change a character's portrayal.
Theorists revision 1
This document provides information about a final exam on media and collective identity. It discusses the exam format, how it will be assessed and marked. It also provides context on key concepts related to the exam topic, including definitions of identity, collective identity, representation, and theories from scholars like David Buckingham, Erik Erikson, and Tafjel and Turner. Key aspects of youth identity construction and representation are explored through the theories of Henry Giroux, subcultures, and sense of community. Theories of hegemony, moral panic, and cultivation are also summarized.
6. What have you learnt about technologies from the process of constructing t...
The document discusses various technologies the author learned about through completing a music coursework project. The author set up a blog using Blogger to host their coursework. They created an online questionnaire using SurveyMonkey to gather audience feedback, and used Microsoft Excel to analyze the results with pie charts for their blog. PowerPoint was used to create presentations, which were uploaded to SlideShare and embedded in the blog. Serif PagePlus assisted with designing pages, and the author gained skills in manipulating images. DrawPlus helped remove an image's background. Prezi was used creatively for an evaluation, though it took some getting used to. A memory stick transferred work between home and school. Photos were taken on cameras and easily edited in
Viewers also liked (18)
6. What have you learnt about technologies from the process of constructing t...
6. What have you learnt about technologies from the process of constructing t...
Similar to A2 pre production 1
Powerpoint
This document provides guidance on planning practical media production work. It emphasizes the importance of thorough planning stages like recces, script blocking, thought plans, and photo shoot planning prior to production. These planning stages help students avoid issues during production and ensure they understand concepts like camera placement and movement. The document also provides examples of planning documents and discusses the benefits students gain from fully developing ideas and considering all production elements before beginning a shoot.
Film openings
This document outlines the key steps and considerations for a student film project to create titles and openings for a thriller film up to two minutes in length. It discusses assessing the task and equipment, setting up a blog to document the process, building skills in areas like sound and editing, researching film openings, brainstorming ideas through treatments and pitches, planning through storyboards and scheduling, the film shoot, editing, and evaluation. The overall process emphasizes thorough preparation, documentation, and teamwork.
Production guidance
The document outlines the steps for a group final project which includes discussing ideas, creating a treatment, holding production meetings, completing pre-production documents like schedules and shot lists, filming, editing, adding graphics and music, and submitting individual evaluations. It also includes creating a group contract that outlines tasks, timelines, and responsibilities for group members.
Advanced portfolio2013
This document outlines the tasks and deadlines for students completing their Advanced Portfolio, worth 50% of their A2 grade. By half term on October 24th, students must complete all research and planning tasks, finish all filming, and submit a rough cut of their video product. The document provides details on the tasks and homework assignments due between September 5th and October 24th, including research presentations, production concepts, scripts, and obtaining audience feedback. It also lists the assessment criteria for the research and planning work as well as the video production.
Basics of Videography
This document provides information on the basics of videography including rules of shot composition, common shot types, and roles of a production team. It describes key responsibilities for each role such as the producer scheduling shoots and booking equipment, the director overseeing shots and storyboards, the camera operator ensuring all shots are completed, and the editor capturing footage and creating the final edited video. Guidelines are also provided for equipment booking procedures and developing a storyboard and shooting schedule for an assignment.
4. pre production mv 2018
This document outlines the planning process for a music video production, including visual planning, storyboarding, and organizing the shoot. It discusses pre-visualizing the concept, developing a color palette, structuring the video to match the song, and storyboarding each shot. A shot list template is provided to break down the sequential shots needed. The production team is listed, and location information like addresses and recce photos are included to prepare for filming.
Production plans
This document provides guidance and templates for students to develop the key planning documents for a media production portfolio, including a script, production schedule, storyboard, call sheet, equipment list, risk assessment, location recce, and other organizational materials. It outlines the importance of being prepared, organized, and putting in consistent effort to succeed. Several reasons are given for why an unprepared, disorganized student displaying the behaviors listed would likely fail the course, including being late, distracted, uncooperative, and rejecting feedback. Templates and support for all required documents can be found on the course Moodle page.
As media g321 foundation portfolio of media - lesson 1 introduction and film...
This document provides an introduction and overview for a media studies coursework assignment on film openings. It outlines the learning objectives, key terms, assessment criteria, and tasks involved. Students are expected to research and analyze different film opening techniques, plan and storyboard their own opening, and submit a blog portfolio evaluating their work. The first lesson introduces example student blogs and film openings to analyze. It guides students through exercises to understand conventions of openings, timeline a sample opening, and self-assess their understanding. The goal is for students to plan and create a two-minute film opening that demonstrates knowledge of effective techniques.
Planning Powerpoint FMP
The production schedule outlines when filming and editing will take place for a podcast over 10 hours. Filming will occur on April 14th and 15th at a home studio using an audio recorder and microphones, as well as an iPhone. Editing will primarily be done during class time on Wednesdays, Thursdays and Fridays at college using scanning and tutorial sessions.
Plan
In the plan stage of a project, there are several things one can do to prepare and organize. These include making a timetable to manage your schedule, writing a detailed script or storyboard to outline each scene, and creating charts to identify locations, props, and materials needed. Advanced planning is important to help stay on track and ensure all elements are in place for successful completion of the project on time.
Camera-Free Photography
This document outlines a WebQuest lesson plan for 8th and 9th grade photography students. The lesson involves students working in teams to design and build homemade cameras using household materials, based on their research of pinhole camera history and techniques. The process involves defining team roles, researching pinhole photography adaptations, brainstorming designs, building cameras, taking photos, and evaluating results. The goal is for students to apply their photography knowledge creatively while developing collaboration skills.
Making a title sequence
This document provides 9 steps for students to create the best possible title sequence for a media studies assignment. Step 1 involves assessing the task, timeframe, and equipment. Step 2 recommends adding details about sound, camerawork, and editing to a blog. Step 3 suggests building skills in these areas and brainstorming sound effects. Step 4 is to research genre conventions, narrative techniques, character, atmosphere, and setting of title sequences. Step 5 involves brainstorming original title sequence ideas. Step 6 is to create a planning document. Step 7 is to shoot footage. Step 8 is to edit together a rough cut. Step 9 evaluates common pitfalls to avoid and provides advice for a strong final product.
COMM 119 Chapters 4 and 5
This document discusses planning for a class television production project. It provides instructions for students to post potential plotlines for a pilot episode, including key elements like main characters and events. It also covers establishing a production timeline and allocating tasks such as directing, scriptwriting, camera operation, sound recording, and editing. Students are expected to contribute to an online discussion board about plotline ideas and complete their submissions by the due date.
Film opening
This document provides guidance for students creating a film opening as an assessment task. It outlines 9 steps for the process, including taking stock of the requirements, setting up documentation of the process, building skills in areas like camera work and editing, investigating what makes effective openings, brainstorming ideas, planning shots and logistics, filming, editing, and evaluating the final product. Students are advised to allow enough time, keep evidence of their work, experiment, get feedback, and focus on simplicity while representing their film.
Film opening
This document provides guidance for students creating a film opening as an assessment task. It outlines 9 steps for the process, including taking stock of the requirements, setting up documentation of the process, building skills in areas like camera work and editing, investigating what makes effective openings, brainstorming ideas, planning shots and logistics, filming, editing, and evaluating the final product. Students are advised to allow time for skill development, planning, filming and editing to create an opening under 2 minutes that stands out.
BROADCAST JOURNALISM
The Producer is the final authority on every production and is responsible for the total program -- from planning, to production, to post-production, and finally cablecast.
Unit 5 video
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and analyzing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
Unit 5 video
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and reviewing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
Unit 5 video
The document outlines the tasks and requirements for a student to complete a video assignment on producing an opening to a Western film. It includes 5 tasks related to pre-production, production, post-production, and evaluation. The tasks require storyboarding, filming, editing, and reviewing the final video product. Students must work in pairs and demonstrate skills in using video equipment, applying editing techniques, and evaluating their work.
Film pre-production
Film pre-production is the most vital step and involves careful planning of time and costs. An effective script is as important as the director, cast, and crew in connecting an audience to the film's message. During pre-production, the director must develop clear ideas about visual aspects like lighting, color, tone, and their significance in conveying the film's message. The director is the creative leader who oversees all aspects of a film's development to realize their vision.
Similar to A2 pre production 1 (20)
As media g321 foundation portfolio of media - lesson 1 introduction and film...
As media g321 foundation portfolio of media - lesson 1 introduction and film...
More from hasnmedia
magazine cover conventions
The document discusses magazine cover conventions such as the masthead, coverlines, main image, direct address, anchorage text, covermount, slogan, and skyline. It provides definitions for each convention and instructs students to match the conventions to their meanings. It then gives tasks for students to find a magazine cover online, annotate it identifying the conventions used and their impact/effect, and analyze the target audience, content, and representations in the magazine.
Final revision lesson section 1 a2 exam
This document provides guidance for students preparing for a media studies exam. It includes sample exam questions, advice on planning essay responses, and examples of how to analyze various coursework productions using relevant media concepts and theories. Students are encouraged to revisit their planning materials and production work to identify specific examples demonstrating skills development. They should also practice applying concepts like audience, genre, and media language to their work. Thorough preparation through practice essays and plans is emphasized to help students structure high-scoring responses within the short exam time limit.
Cue cards for film industry as revision
A Field in England utilized synergistic partnerships with Film 4, Channel 4, and BFI to fund, market, and distribute the independent film simultaneously across theaters, DVD, television, and online platforms. Pacific Rim was produced by Legendary Pictures and co-financed by Disney, with distribution from Warner Bros. It employed viral marketing techniques including an interactive website and merchandise partnerships to promote the large-budget action film to broad audiences. Both films leveraged digital technologies and cross-platform distribution strategies, though A Field in England had a minimal budget while Pacific Rim benefited from the financial resources of its studio backers.
Cue cards for film industry as revision
A Field in England utilized synergistic partnerships with Film 4, Channel 4, and BFI to fund, market, and distribute the film across multiple platforms simultaneously. It targeted a niche audience of older, middle-class viewers interested in history and independent films. Pacific Rim had a large budget from parent company Time Warner and worked with subsidiaries like NECA for merchandise and Legendary Pictures for production. It used extensive viral and cross-platform marketing techniques to appeal to both male and female audiences around the world. Both films leveraged technological convergence for digital distribution while A Field in England was more limited by its smaller budget.
Glossary of key terms film institution exam
The document defines key terminology used in discussing media ownership, cross media and technological convergence, synergy, digital technology developments, film production, distribution, marketing, finance, exhibition, and audiences. It provides definitions and concepts for terms like conglomerate, vertical and horizontal integration, cross promotion, production, distribution, and exhibition. It also discusses how digital technology is merging devices and allowing for new forms of distribution and convergence across media.
Feedback on writing media film institution
Here is a potential outline for the essay:
Introduction
- Define cross media convergence and synergy
- State your media area of study (films Pacific Rim and A Field in England)
Body Paragraph 1
- Point: Pacific Rim benefited greatly from cross media convergence and synergy as a Time Warner film
- Evidence: Extensive marketing across TV, games, toys, etc. leveraging Time Warner properties
- Analysis: This wide reach helped build a large audience
- Link: However, A Field in England had more limited convergence as an independent film
Body Paragraph 2
- Point: A Field in England still utilized some convergence successfully
- Evidence: Promotion through partner organizations Film4 and BFI
Audience for section 1b
This response applies theories of audience to a coursework production, discussing the targeted audience, how the product was received, and reflections on targeting audiences in new media.
Paragraph 1:
Introduce the media product and discuss who was targeted as the audience. Explain how demographic or psychographic factors were considered to appeal to this audience.
Paragraph 2:
Discuss how the product was actually received or might be received by audiences. Consider both intended and alternative readings using concepts like negotiated or oppositional readings. Reference examples from the product.
Paragraph 3:
Reflect on the challenges
Representation for section 1b
The document discusses various concepts related to representation in media, including:
- Stereotypes and how they can positively or negatively represent social groups;
- How meaning is constructed through signs and their interpretation;
- Arguments that representations do not always have to be negative or false stereotypes;
- Identities as constructed rather than innate;
- Baudrillard's concept of the simulacrum - that representations can become more "real" than reality itself.
List of music videos for teaching
This document provides a list of music videos categorized by genre and purpose that are appropriate for GCSE and post-16 music studies. The videos are grouped into categories such as performance, narrative, abstract, hybrid, and genres that challenge conventions or use unique editing techniques. Some videos are only recommended for post-16 due to more mature content. The list serves as a resource for students and teachers to analyze music videos across different styles and eras.
Narrative and essay planning for section 1b
This document provides guidance on how to structure a response analyzing one of the student's coursework productions in relation to the concept of narrative. It recommends including an introductory paragraph stating which production will be discussed and how it relates to narrative conventions. The main body should have 4-5 paragraphs analyzing how the production conformed to and challenged narrative concepts, referring to specific examples and media theorists. The conclusion paragraph should summarize how influential narrative was in planning and producing the piece.
OCR AS media Planning exam answer film industry
The document provides guidance for students on planning and structuring exam answers for media studies. It discusses developing an introduction that establishes the context and relates to the exam question. It recommends planning the response in sections that apply each case study or company to the question in turn, then comparing and contrasting them. The conclusion should relate back to the question and provide the student's own opinion on the future impact on audiences and the industry. Structuring the answer with a clear introduction, body paragraphs, and conclusion will help address the exam question effectively.
OCR A level media Q1b genre example answer A grade
The student discusses their horror teaser trailer and how it relates to genre conventions. The trailer is set in the woods and uses techniques like handheld camera work and cross-cutting to create tension. While adhering to horror tropes like an isolated setting and darkness, the trailer subverts expectations by featuring a female psycho killer instead of the typical male role. Editing techniques like changes in pace and symbolic shots of blood and hanging were used to unsettle the audience. The open ending leaves viewers wanting more, demonstrating how the trailer effectively engaged with its target horror genre audience.
OCR media A level - genre, section 1 exam
The document provides guidance for answering exam questions relating to media coursework productions. It includes potential topics for two questions:
Question 1a asks the student to discuss the development of their skills and creative decision making.
Question 1b provides options to analyze a coursework production using various critical concepts, including genre, narrative, representation, audience, and media language. The document advises analyzing one production in relation to one of these concepts, applying relevant theory and terminology.
Two step flow and british and american audiences
This document provides discussion prompts for analyzing two films: A Field in England and Pacific Rim. It asks the reader to:
1) Identify three points of interest from independent research about the production of each film.
2) Analyze the target and secondary audiences of each film based on elements like narrative, production techniques, marketing, and exhibition.
3) Consider whether the success of either film was influenced by opinion leaders and two-step message flows through social media, reviews, interviews, and other sources.
Film Case study preparation 2014
This document provides guidelines for preparing a case study analysis of two films: Rook Films' "A Field in England" and Time Warner's "Pacific Rim". Students are instructed to research the production companies behind the films, including other projects, budgets, and target audiences. They are to compare key details of the two films like synopses, dates, budgets and stars. Students should also analyze the pre-production, production, distribution, marketing and audience reception of each film paying close attention to the role and issues faced by the films' parent institutions.
Media convergence and synergy
Technological convergence refers to different technologies resembling each other and blurring the lines between them, like TVs becoming more like computers. Cross media convergence involves media institutions delivering content across multiple channels. Media synergy occurs when different parts of a media company work together to promote linked products across media.
AS film teaser poster campaigns
This document provides an overview and outline of topics covered so far and still to cover for an AS media studies course. Topics covered so far include the film life cycle, conglomerates, integration, finance, distribution, digital technology, and marketing methods. Topics still to cover include production, exhibition, marketing, audience theory, convergence, and synergy. It then provides information on demographics, psychographics, and audience classifications.
tent pole and quadrant marketing
A tent pole film is a major blockbuster film that a film studio invests heavily in because it is expected to be hugely successful and profitable. These tent pole films guarantee large profits for studios that they can then use to fund more risky films. Warner Bros. relies heavily on tent pole films based on popular book series and franchises like Harry Potter, Sherlock Holmes, Lord of the Rings, and DC superhero films to be their biggest moneymakers each year. These tent pole films are aimed at appealing to as many of the four audience quadrants - males/females under and over 25 - as possible to achieve maximum viewership and box office revenues.
Film distribution hand out
The document discusses film distribution and the complex relationship between filmmakers, distributors, and audiences. It presents two competing views on who holds the most power: 1) audiences, as studios are forced to cater to what audiences like, or 2) distributors, who control which audiences and markets receive films. The document also provides background on film budgets, revenues, and the roles and strategies of major film distributors in getting films seen by the public.
More from hasnmedia (20)
OCR A level media Q1b genre example answer A grade
OCR A level media Q1b genre example answer A grade
Recently uploaded
一比一原版(UCSF毕业证)旧金山分校毕业证如何办理
原件一模一样【微信：95270640】【旧金山分校毕业证UCSF学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：95270640】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：95270640】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：95270640】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
What Going to the Doctor is Like as an Adult Comics
You know you're an adult when every check-up gets you down. View What Going to the Doctor is Like as an Adult and more funny posts on salty vixen stories & more-saltyvixenstories.com
欧洲杯赌球-欧洲杯赌球竞猜官网-欧洲杯赌球竞猜网站|【网址🎉ac10.net🎉】
【网址🎉ac10.net🎉】欧洲杯赌球是独立的博彩公司。该公司最初专门从事在线体育博彩，现在合并了在线娱乐场。该公司最初成立时以其前董事长Victor Chandler的名字命名，之后更名为欧洲杯赌球。欧洲杯赌球现由商人和赛马主，迈克尔·塔博尔拥有，运营总部设在直布罗陀。平台拥有体育博彩（沙巴）、真人娱乐场、电子游戏、金融投注等游戏项目，支持手机投注，优惠活动很丰富。
原版制作(MUN毕业证书)纽芬兰纪念大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(MUN毕业证书)纽芬兰纪念大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
In celebrity mysteries and urban legends. Few narratives capture the imagination as the hypothesis that Morgan Freeman is Jimi Hendrix. This fascinating theory posits that the iconic actor and the legendary guitarist are, in fact, the same person. While this might seem like a far-fetched notion at first glance. a deeper exploration reveals a rich tapestry of coincidences, speculative connections. and a surprising alignment of life events fueling this captivating hypothesis.
Follow us on: Pinterest
Introduction to the Hypothesis: Morgan Freeman is Jimi Hendrix
The idea that Morgan Freeman is Jimi Hendrix stems from a mix of historical anomalies, physical resemblances. and a penchant for myth-making that surrounds celebrities. While Jimi Hendrix's official death in 1970 is well-documented. some theorists suggest that Hendrix did not die but instead reinvented himself as Morgan Freeman. a man who would become one of Hollywood's most revered actors. This article aims to delve into the various aspects of this hypothesis. examining its origins, the supporting arguments. and the cultural impact of such a theory.
The Genesis of the Theory
Early Life Parallels
The hypothesis that Morgan Freeman is Jimi Hendrix begins by comparing their early lives. Jimi Hendrix, born Johnny Allen Hendrix in Seattle, Washington, on November 27, 1942. and Morgan Freeman, born on June 1, 1937, in Memphis, Tennessee, have lived very different lives. But, proponents of the theory suggest that the five-year age difference is negligible and point to Freeman's late start in his acting career as evidence of a life lived before under a different identity.
The Disappearance and Reappearance
Jimi Hendrix's death in 1970 at the age of 27 is a well-documented event. But, theorists argue that Hendrix's death staged. and he reemerged as Morgan Freeman. They highlight Freeman's rise to prominence in the early 1970s. coinciding with Hendrix's supposed death. Freeman's first significant acting role came in 1971 on the children's television show "The Electric Company," a mere year after Hendrix's passing.
Physical Resemblances
Facial Structure and Features
One of the most compelling arguments for the hypothesis that Morgan Freeman is Jimi Hendrix lies in the physical resemblance between the two men. Analyzing photographs, proponents point out similarities in facial structure. particularly the cheekbones and jawline. Both men have a distinctive gap between their front teeth. which is rare and often highlighted as a critical point of similarity.
Voice and Mannerisms
Supporters of the theory also draw attention to the similarities in their voices. Jimi Hendrix known for his smooth, distinctive speaking voice. which, according to some, resembles Morgan Freeman's iconic, deep, and soothing voice. Additionally, both men share certain mannerisms. such as their calm demeanor and eloquent speech patterns.
Artistic Parallels
Musical and Acting Talents
Jimi Hendrix was regarded as one of t
A Brief Introduction About Jason Kozup
Jason Kozup is a versatile figure whose impact spans numerous sectors. From the realms of entertainment and security, he has thrived as a producer, actor, stuntman, model, and aerospace defense contractor, showcasing excellence across the board.
一比一原版(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证如何办理
原版一模一样【微信：741003700 】【(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证成绩单】【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(uw毕业证书)美国威斯康星大学麦迪逊分校毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
美洲杯下注-美洲杯下注十六强-美洲杯下注买球网|【网址🎉ac22.net🎉】
【网址🎉ac22.net🎉】美洲杯下注是体育博彩和在线赌场之一，得益于UKGC的三项许可。 成立之初是三名博彩公司将40家博彩商店的合并的结果，共同创建一家名为美洲杯下注的公司。 美洲杯下注在线赌场为游戏爱好者提供了300多种游戏，其中200多种老虎机，其他游戏包括二十一点，轮盘，真人荷官和真人赌场等。
Sara Saffari: Turning Underweight into Fitness Success at 23
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
Tom Cruise Daughter: An Insight into the Life of Suri Cruise
Tom Cruise is a name that resonates with global audiences for his iconic roles in blockbuster films and his dynamic presence in Hollywood. But, beyond his illustrious career, Tom Cruise's personal life. especially his relationship with his daughter has been a subject of public fascination and media scrutiny. This article delves deep into the life of Tom Cruise daughter, Suri Cruise. Exploring her upbringing, the influence of her parents, and her current life.
Follow us on: Pinterest
Introduction: The Fame Surrounding Tom Cruise Daughter
Suri Cruise, the daughter of Tom Cruise and Katie Holmes, has been in the public eye since her birth on April 18, 2006. Thanks to the media's relentless coverage, the world watched her grow up. As the daughter of one of Hollywood's most renowned actors. Suri has had a unique upbringing marked by privilege and scrutiny. This article aims to provide a comprehensive overview of Suri Cruise's life. Her relationship with her parents, and her journey so far.
Early Life of Tom Cruise Daughter
Birth and Immediate Fame
Suri Cruise was born in Santa Monica, California. and from the moment she came into the world, she was thrust into the limelight. Her parents, Tom Cruise and Katie Holmes. Were one of Hollywood's most talked-about couples at the time. The birth of their daughter was a anticipated event. and Suri's first public appearance in Vanity Fair magazine set the tone for her life in the public eye.
The Impact of Celebrity Parents
Having celebrity parents like Tom Cruise and Katie Holmes comes with its own set of challenges and privileges. Suri Cruise's early life marked by a whirlwind of media attention. paparazzi, and public interest. Despite the constant spotlight. Her parents tried to provide her with an upbringing that was as normal as possible.
The Influence of Tom Cruise and Katie Holmes
Tom Cruise's Parenting Style
Tom Cruise known for his dedication and passion in both his professional and personal life. As a father, Cruise has described as loving and protective. His involvement in the Church of Scientology, but, has been a point of contention and has influenced his relationship with Suri. Cruise's commitment to Scientology has reported to be a significant factor in his and Holmes' divorce and his limited public interactions with Suri.
Katie Holmes' Role in Suri's Life
Katie Holmes has been Suri's primary caregiver since her separation from Tom Cruise in 2012. Holmes has provided a stable and grounded environment for her daughter. She moved to New York City with Suri to start a new chapter in their lives away from the intense scrutiny of Hollywood.
Suri Cruise: Growing Up in the Spotlight
Media Attention and Public Interest
From stylish outfits to everyday activities. Suri Cruise has been a favorite subject for tabloids and entertainment news. The constant media attention has shaped her childhood. Despite this, Suri has managed to maintain a level of normalcy, thanks to her mother's efforts.
定制(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书原版一模一样
原版定制【微信:bwp0011】《(mu毕业证书)美国迈阿密大学牛津分校毕业证学历证书》【微信:bwp0011】成绩单 、雅思、外壳、留信学历认证永久存档查询，采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信bwp0011】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
欧洲杯足彩-欧洲杯足彩下注网站-欧洲杯足彩投注网站|【网址🎉ac99.net🎉】
【网址🎉ac99.net🎉】欧洲杯足彩是爱尔兰的博彩公司，成立于1988年，位于爱尔兰的都柏林。欧洲杯足彩通过在爱尔兰和英国的一系列持牌博彩商店以及经营爱尔兰最大的电话博彩服务来开展业务。在互联网上，欧洲杯足彩提供体育博彩，在线扑克，在线宾果游戏，在线赌场和在线游戏。
SERV - Fun Things To Do In Overland Park
SERV is the ideal spot for savory food, refreshing beverages, and exciting entertainment. Each visit promises an unforgettable experience with daily promotions, live music, and engaging games such as pickleball. Offering five distinct food concepts inspired by popular street food, as well as coffee and dessert options, there's something to satisfy every taste. For more information visit our website: https://servfun.com/
VR Economy
Explore Treydora's VR economy, where users can trade virtual assets, earn rewards, and build digital wealth within immersive game environments. Learn more!
How OTT Players Are Transforming Our TV Viewing Experience.pdf
The advent of Over-The-Top (OTT) players has brought a seismic shift in the television industry, transforming how we consume media. These digital platforms, which deliver content directly over the internet, have outpaced traditional cable and satellite television, offering unparalleled convenience, variety, and personalization. Here’s an in-depth look at how OTT players are revolutionizing the TV viewing experience.
Sunny and Rishi 3 Written by Basak Serin
The cats, Sunny and Rishi, are brothers who live with their sister, Jessica, and their grandmother, Susie. They work as cleaners but wish to seek other kinds of employment that are better than their current jobs. New career adventures await Sunny and Rishi!
欧洲杯买球-欧洲杯买球哪里可以投注-欧洲杯买球买球投注官网|【网址🎉ac123.net🎉】
【网址🎉ac123.net🎉】欧洲杯买球 Sports 与其他博彩公司相比，其独特之处在于欧洲杯买球 Sports 基于低利润和高营业额的独一无二的体育博彩模式，该模式可以为玩家开出最高的赔率。欧洲杯买球的优势在于中文界面友好，接受人民币投注。他们的开户奖金和实时体育投注界面是大陆玩家的首选。
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
A legendary musician records an intricate song designed to show off his expert bass guitar chops at a historical Los Angeles studio.
Recently uploaded (20)
What Going to the Doctor is Like as an Adult Comics
What Going to the Doctor is Like as an Adult Comics
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
Morgan Freeman is Jimi Hendrix: Unveiling the Intriguing Hypothesis
Sara Saffari: Turning Underweight into Fitness Success at 23
Sara Saffari: Turning Underweight into Fitness Success at 23
Tom Cruise Daughter: An Insight into the Life of Suri Cruise
Tom Cruise Daughter: An Insight into the Life of Suri Cruise
How OTT Players Are Transforming Our TV Viewing Experience.pdf
How OTT Players Are Transforming Our TV Viewing Experience.pdf
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
ℂall Girls Goa (india) +91-7426014248 Goa ℂall Girls
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
Abraham Laboriel Records ‘The Bass Walk’ at Evergreen Stage
A2 pre production 1
- 1. A Level Media Studies G324: Advanced Production Portfolio 13/11/13 Autumn 2, Lesson 4 1
- 2. Connect… http://www.youtube.com/watch?v=BBAtAM7vtgc http://www.youtube.com/watch?v=nRckgn36lzY • What do you think about both of these clips? • Which one is your favourite? Why? • How will this promote the song and the artist? 13/11/13 Autumn 2, Lesson 4 2
- 3. Discover Discovery Question Why is being organised so important to planning? 13/11/13 Autumn 2, Lesson 4 3
- 4. Learning Objective/ Outcome Level All: • To recognise the significance of shotlists, layouts, drafting, scripting or storyboarding. Level 2 Most: • To complete pre-production planning work towards shotlists, layouts, drafting, scripting or storyboarding. Level 3 Some: • To complete pre-production planning work towards shotlists, layouts, drafting, scripting or storyboarding to a detailed, near professional standard. Level 4 13/11/13 Autumn 2, Lesson 4 4
- 5. Things you need to do according to the chief examiner: • • • • • • • • • The choice of blog template needs to be chosen carefully and have an ability to access categories of tags easily, or an archive. All work should be original (except for the music used in the Music video). Students must include textual analysis of professional products as part of their research. Detailed storyboards must be produced. Best work shows bravery and flair. You must edit to the beat. Filming each aspect from a number of different camera angles produces the best results. Music videos should have performance in them (lip-sync, performance, dance). Lip-syncing should be in sync.
- 6. Grading Criteria • Level 4 = • ‘Time management is excellent.’ • ‘There is excellent organisation of actors, locations, costumes or props.’ 13/11/13 Autumn 2, Lesson 4 6
- 7. Storyboard Methods Your storyboard will lead to an animatic (as explored during AS cw) What works well? • Strong contrast (clear, black ink) • A variety of angles, shot types explored • Use of post it notes • Consideration of editing (intercutting, black screen) 13/11/13 Autumn 2, Lesson 4 7
- 8. Production schedule • Key piece of planning that shows a competent level of detail for a level 4. Level 4 = ‘Time management is excellent.’ ‘There is excellent organisation of actors, locations, costumes or props.’ 13/11/13 Autumn 2, Lesson 4 8
- 9. Production Schedule • To compliment your Production Board, which organisies your Cast, Props and Locations you also need a Calendar • This Calendar will show when you will film each sequence on your production board – remember you can shoot out of order! • Use your Google Calendar to block in your filming times – be specific! 13/11/13 Autumn 2, Lesson 4 9
- 10. A B C D Story board Production schedule & Calendar Costume, Props, Equipment list Casting requirements
- 11. Develop Progress Check • Swap sheets/screens with your group • Look at each others work carefully • Do you understand their ideas? • Have they used the correct terminology? • Does it look porfessional? • Give them feedback on your post it note 11/11/2013 Autumn 2, Lesson 3 11
- 12. Develop Pre-Production • You need to complete: – – – – – – – – – – 13/11/13 Storyboard Animatic Production Schedule Costume List Props List Equipment List Casting Requirements Crew Requirements Contingency Plans Location Recces Autumn 2, Lesson 4 12