Advertising production wk5
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This document discusses UK advertising regulations. It explains that OFCOM regulates communications while the ASA enforces advertising codes written by the Committees of Advertising Practice in the BCAP (British Code of Advertising Practice). BCAP states ads should not be misleading, harmful, or offensive and should be legal, honest, prepared with responsibility, and follow fair competition standards. Students are asked to consider BCAP rules and propose an ad that breaks them. Examples of restricted topics are provided like medicines, gambling, alcohol. Students are later tasked with analyzing a campaign by reference to relevant ASA/BCAP rules regarding production and restrictions.
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This document discusses advertising regulations in the UK. It explains that OFCOM regulates communications while the ASA enforces advertising codes created by the Committees of Advertising Practice. This includes the BCAP (British Code of Advertising Practice). The BCAP states that ads should not be misleading, harmful, or offensive, and should be legal, decent, honest, truthful, prepared with responsibility, and follow fair competition principles. It provides several rules regarding misleading ads, harm/offense, children, privacy, politics, environment, prohibitions, medicines, weight control, food, financial products, gambling, and lotteries. Students are asked to brainstorm an ad idea that breaks these rules and consider how real ads would have to
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Professional practice
The document provides information on routes into careers in the film and television industry, including festivals, training schemes, educational programs, networking opportunities, and work experience. It discusses comparing current skills to those required for two career opportunities and creating a four-year plan to achieve career goals through education and professional development activities like internships and freelancing. Notable film schools in the UK are also listed.
Professional practice
The document provides guidance on creating an 8-week career plan for a film project, outlining key processes like location scouting, actor auditions, finalizing scripts and storyboards, and filming. It describes the skills needed for each process, such as taking location photos, researching access and permissions, creating audition advertisements, producing script breakdowns and call sheets, and storyboarding camera angles and lighting. Students are instructed to plan out and track their film activities and skill development over the next 8 weeks.
Scriptwriting hnd wk5
This document discusses various scriptwriting structures including:
- The hero's journey technique, the sequence approach, and the 11 step story structure.
- The typical 3-act structure of setup, confrontation, and resolution.
- How the story poses a dramatic question in Act 2 that is answered in Act 3.
- How the first act establishes characters and events, leading to an inciting incident and first plot point.
- How the protagonist responds in Act 2, often making the situation worse before learning new skills to confront the conflict.
- How the climax and resolution in Act 3 answer the initial questions and leave the protagonist changed.
Unit 7 film practices wk4b
This document provides guidance on writing a script for a film. It discusses including typical plot points like a set up, confrontation, and resolution. It also mentions holding back information from the audience and using narrative devices. The document then gives step-by-step instructions on script formatting, including using Courier New font, writing slug lines in capital letters, centering character names and dialogue, and ensuring dialogue advances the story and reveals character traits and subtext. The learning outcomes are to use narrative techniques, descriptive dialogue, and proper script format.
Unit 7 film practices wk5
The document provides guidance on writing a screenplay treatment. A treatment is a prose summary of a story's plot that is generally 3-30 pages long. Treatments are used to get a story down on paper before writing the screenplay or to pitch a script idea to a production company. An effective treatment includes a title, contact information, logline, introduction to key characters, and a summary of the three acts and major plot points. It is meant to be a high-level overview of the story in prose form rather than a scene-by-scene outline.
Unit 7 film practices wk4
Students must conduct secondary research into the themes and scenes of their film scripts. They should develop their script treatment based on this research and have the option to create a detailed research portfolio. Specifically, students are tasked with writing down at least 5 themes to research and investigating these areas to produce at least a page and a half of research on each theme.
Editing wk6
The document discusses various editing techniques used in filmmaking including in-camera editing, continuity, jump cuts, parallel editing, the 180 degree rule, and motivated editing. It provides definitions and examples of techniques like shot reverse shot editing, manipulation of time through montages and special effects, and splicing of film. The aims are for students to understand how editing works within a scene and use proper terminology, with learning outcomes around analyzing transitions, sound editing, and comparing techniques using examples.
write a report
The document provides guidance on writing reports for a degree level film course. It discusses the key components of an academic report, including the introduction, main body, and conclusion. For the introduction, it recommends including background information, the purpose, research context, limitations, and an outline. The main body should demonstrate knowledge, clarify importance, reference information, draw conclusions, and make comparisons. Descriptive writing should be avoided in favor of analysis. Proper research and referencing is also covered.
Induction week
This document provides information about the HND in Film Creative Media Diploma program, including assignment briefs, grading, and course expectations. It contains the following key points:
- Assignment briefs outline the learning outcomes, submission requirements, and grading criteria for assignments in order to guide students' independent work. They also specify submission deadlines.
- Modules are graded on a pass, merit, distinction scale and assigned point values that determine the final grade. Criteria for higher grades include demonstrating additional learning or meeting multiple criteria.
- The course consists of 8 units in year 1 and 7 in year 2, each worth a certain number of credits that contribute to the overall course credit value. Students must pass
Proffessional practice
The document discusses careers in the film industry. It identifies key roles such as management, creative, editorial, technical, research, financial, organizational, and administrative. Each role requires different skillsets and knowledge. The document instructs researching a specific career path and a professional in that field. It provides questions to evaluate one's own skills, knowledge, and experience compared to requirements for the chosen career. The assignment is to write a report analyzing the film industry evolution, comparing career roles and their skillsets/knowledge, reviewing a practitioner, and evaluating one's preparation for their chosen career path.
Professional practice
This document outlines the tasks for an assignment on the evolution of creative media production professions. Students are required to research the contemporary and historical development of the industry, evaluate the opportunities and threats presented by its evolution, and write an introduction to their report meeting degree-level academic standards, including referencing. The specific task is to continue researching and write an evaluation of how the creative media production industry has evolved.
Professional practice
The document outlines a professional development assignment asking students to:
1) Research the evolution of creative media industries such as filmmaking, television, radio, web, apps, and games from their beginnings to present day.
2) Evaluate how technological changes and convergence of skills have created both new opportunities and threats within the media industry by offering examples of emerging careers.
3) Write an introduction to their degree-level assignment analyzing how the film industry has changed over time, the new opportunities and threats this has presented, backing up points with research.
Unit 7 film practices
This document provides guidance on developing character profiles through research. It instructs students to research their character's career, personality, quirks, and background to fill out character profile guides. Students are expected to conduct secondary research, develop character profiles based on their findings, and could create detailed realistic profiles. They should save all research and character profiles in their film practices portfolio folder.
Unit 7 film practices
The document provides guidance on generating ideas for a short film based on the theme "the battle". It instructs the reader to develop a concept by researching the theme and genres of film to write a concept outline. It then prompts the reader to interpret the theme, find inspiring images, and outline the beginning, middle, and end of their story, including the big conflict. Finally, it tasks the reader with conducting research on other works related to the theme and compiling their findings and story outline into a planning portfolio folder.
Retake of professional practice
This document outlines the tasks and deadlines for a student to complete a report and career plan related to the film industry over the course of 7 weeks. The report requires research on the evolution of the creative media industry, comparisons of career roles and skills required, and an evaluation of the student's skills in relation to their chosen career. The career plan involves researching job opportunities, evaluating the student's current skills and abilities, and creating a 4-year development plan to achieve career goals through further training, experience, and skill development. Students are to submit their final report and career plan, prepare a record of relevant documents like their CV and online profiles, and participate in a mock interview about their personal and professional development plans.
collaborative
The document provides guidance for a collaborative project to create a sitcom. It outlines that students must decide on research roles and complete individual research on considerations like set design, characters, situations, and target audience. They should then have a group discussion to assign research roles and plan what each person needs to do. Following research, they will review findings to inform their idea development.
collaborative project
This document provides guidance for a collaborative project to create a sitcom featuring 7 actors that will be distributed via a streaming service. Students will form groups to come up with a sitcom idea, research and plan the project, produce a recorded pilot episode, distribute it online, and write a report on collaborating. It offers examples of successful sitcoms and discusses typical sitcom features like recurring characters, humorous situations and settings, believable dialogue, and character development. Students are also prompted to brainstorm individual location, career, and group ideas to bring to their group discussion.
Scriptwriting hnd wk4
This document discusses the difference between high concept and low concept stories. It defines high concept as a story with a unique premise that can be pitched in 3 sentences or less, while low concept focuses more on characters and world-building than the central plot. Examples are given of high concept pitches and low concept stories. The task is to write a basic concept outline for an original story, identifying it as high or low concept and explaining the target audience and scope.
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- 1. Level 2: Advertising Production Regulation
- 2. Lesson Aims: • All of you will be able to explain who OFCOM and the ASA are and what BCAP is. • Most of you will be able to analyse advertising rules and regulations. • Some of you will be able to analyse and evaluate existing advertisement and consider how they had to apply advertising rules and regulations.
- 3. OFCOM, ASA and BCAP OFCOM: • The communications regulator which works alongside the ASA (advertising Standards Authority) to monitor advertising content. The ASA: • The UK’s independent regulator of advertising across all media. • They apply the Advertising Codes, which are written by the Committees of Advertising Practice. This code is called BCAP (British Code of Advertising Practice) • The ASA’s work includes acting on complaints and proactively checking the media to take action against misleading, harmful or offensive advertisements.
- 4. BCAP (UK Code of Broadcast Advertising) States that advertising should not be misleading or offensive to the public and should be: • Legal, decent, honest and truthful • Prepared with a sense of responsibility to consumers and to society. • In line with the principles of fair completion generally accepted in business. These statements are embodied within a series of rules.
- 5. TASK In groups • Consider the BCAP section and rules you have been given and to come up with an advertising idea that breaks the rules. • Present your idea to the class and explain how it breaks advertising rules. • Misleading advertising • Harm and offence • Children • Privacy • Politics • Environmental • Prohibited • Medicines • Weight control • Food • Financial products • Gambling • Lotteries • Alcohol
- 6. Breaking the Rules • https://www.youtube.com/watch?t=30&v=2x 0NrGzNqWQ • https://www.youtube.com/watch?v=Az2P9G7 tdEs • https://www.youtube.com/watch?v=uTxkeZb6 Rhc
- 7. Banned or Not banned?
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