The document provides information on 10 different university courses related to stage management, props, and visuals/media. It summarizes the key details of each course such as location, duration, requirements, costs, and provides a brief evaluation of pros and cons. The courses are located in various parts of the UK, including London, Winchester, and Canterbury. Requirements include A-Levels, BTECs, portfolios and interviews. Tuition costs around £9,000-£9,500 per year. Evaluations consider factors like location, entry requirements, course structure and statistics.
This document provides a summary of the applicant's education history and qualifications, including:
- GCSE results from 2017-2018 in various subjects.
- BTEC and UAL qualifications in creative media production from 2018-present, including unit grades and final grades.
- A list of potential university courses for film and media-related subjects, including course details and the applicant's rating of suitability.
This document provides a summary of the student's educational qualifications and experience. It includes their GCSE results from 2017-2018, as well as grades from BTEC and UAL diplomas in creative media production from 2018-2019. It also lists several university course options the student is considering and provides links, entry requirements, course content summaries and ratings for how suitable each option seems.
This document contains information about the applicant's education history including GCSE and diploma qualifications and grades achieved. It also includes details of several university courses the applicant is considering and rankings of their suitability. The highest ranked courses are BA (Hons) Film and Television Studies at the University of Lincoln and BA (Hons) Film and Media Studies at Manchester Metropolitan University.
Lloyd Goddard is applying to university through UCAS to study media-related degrees. He has a passion for photography and creative subjects that stemmed from his art and photography GCSEs. Currently, he is studying a level 3 creative media production course where he realized his enjoyment of photography and photo editing. For the future, Lloyd aims to stay in the media/photography industry and possibly branch into fashion photography. Outside of college, he enjoys photographing his skateboarding hobby. He believes attending university will help him further develop the necessary skills to pursue a career in media and photography.
Hannah Wilkinson has provided her UAL progression proforma detailing her academic history and qualifications, current study focusing on a creative media course, potential university courses and career goals in the television and film industry, specifically directing and screenwriting. The document also includes information on her personal statement, year 1 coursework review highlighting successes and areas for improvement, and goals to specialize in video making for year 2.
Hannah Wilkinson is applying to filmmaking degree programs and has provided her academic history and qualifications. She received mostly average GCSE results with her highest grades being in English, History, and Food Technology. In college, she earned a PASS grade in her first year and studied subjects like Media Studies and Film Studies. For her final major project, she wrote and produced a short sci-fi film to strengthen her Premiere Pro and time management skills. She hopes to pursue directing and screenwriting after university and feels film school will help her improve her practical and writing abilities.
1. The Guildhall School of Music and Drama course focuses on practical, hands-on learning of video design software and gaining experience through minor roles in productions. Students' involvement increases each year.
2. The Royal Central School of Speech and Drama course focuses on theatre sound and music through realized projects using high-quality equipment and software to gain technical and theoretical understandings.
3. The University of West London course covers live sound engineering, system design, recording techniques, acoustics and event management to gain understanding of sound in live performance.
This document provides a summary of the applicant's education history and qualifications, including:
- GCSE results from 2017-2018 in various subjects.
- BTEC and UAL qualifications in creative media production from 2018-present, including unit grades and final grades.
- A list of potential university courses for film and media-related subjects, including course details and the applicant's rating of suitability.
This document provides a summary of the student's educational qualifications and experience. It includes their GCSE results from 2017-2018, as well as grades from BTEC and UAL diplomas in creative media production from 2018-2019. It also lists several university course options the student is considering and provides links, entry requirements, course content summaries and ratings for how suitable each option seems.
This document contains information about the applicant's education history including GCSE and diploma qualifications and grades achieved. It also includes details of several university courses the applicant is considering and rankings of their suitability. The highest ranked courses are BA (Hons) Film and Television Studies at the University of Lincoln and BA (Hons) Film and Media Studies at Manchester Metropolitan University.
Lloyd Goddard is applying to university through UCAS to study media-related degrees. He has a passion for photography and creative subjects that stemmed from his art and photography GCSEs. Currently, he is studying a level 3 creative media production course where he realized his enjoyment of photography and photo editing. For the future, Lloyd aims to stay in the media/photography industry and possibly branch into fashion photography. Outside of college, he enjoys photographing his skateboarding hobby. He believes attending university will help him further develop the necessary skills to pursue a career in media and photography.
Hannah Wilkinson has provided her UAL progression proforma detailing her academic history and qualifications, current study focusing on a creative media course, potential university courses and career goals in the television and film industry, specifically directing and screenwriting. The document also includes information on her personal statement, year 1 coursework review highlighting successes and areas for improvement, and goals to specialize in video making for year 2.
Hannah Wilkinson is applying to filmmaking degree programs and has provided her academic history and qualifications. She received mostly average GCSE results with her highest grades being in English, History, and Food Technology. In college, she earned a PASS grade in her first year and studied subjects like Media Studies and Film Studies. For her final major project, she wrote and produced a short sci-fi film to strengthen her Premiere Pro and time management skills. She hopes to pursue directing and screenwriting after university and feels film school will help her improve her practical and writing abilities.
1. The Guildhall School of Music and Drama course focuses on practical, hands-on learning of video design software and gaining experience through minor roles in productions. Students' involvement increases each year.
2. The Royal Central School of Speech and Drama course focuses on theatre sound and music through realized projects using high-quality equipment and software to gain technical and theoretical understandings.
3. The University of West London course covers live sound engineering, system design, recording techniques, acoustics and event management to gain understanding of sound in live performance.
This document provides information on technical theatre careers in sound, props, and stage management. It summarizes 3 courses for each career path, including length, cost, overview and entry requirements. The courses range from 2-3 years and cost between £6,200-£9,500 per year. They offer hands-on training and experience working on productions. Entry requirements typically include A-Levels, BTECs or UCAS points. Graduates will be prepared for careers operating sound and lighting systems, fabricating props, or managing productions.
The document provides information on technical theatre courses in the UK related to sound, props, and stage management.
For sound courses, it outlines 3 options - a 3-year course at the Royal Academy of Speech and Drama focusing on live performance sound design; a 2-year course at Greater Brighton Metropolitan College covering lighting and sound design for theatre; and a 2-3 year course at Mountview Academy of Theatre Arts covering various sound skills needed for professional theatre production.
For props, it lists courses on prop making and special effects at Greater Brighton Metropolitan College and Mountview Academy, as well as a 3-year Scenic Arts course at Rose Bruford College covering prop making, scenery, and painting.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
Harry Borwell is applying to university film and television production programs. He has a history of studying creative media and technology at secondary school and college. Currently in his second year of a Level 3 Creative Media Production and Technology diploma, Harry has gained skills in video editing, graphic design, audio production, and developing creative media projects. He is most interested in programs that will give him independence from his family and hands-on experience in film and television production.
UCAS is the organization that processes applications to UK universities. It provides information to help students choose between university, college, or apprenticeships. The document discusses UCAS tariff points which are based on students' grades and determine university eligibility. It also outlines the application process and deadlines through UCAS, average tuition costs, and loans available for tuition and living expenses. The writer discusses visiting open days at Leeds Met Film School, The Northern School of Art, and Sunderland University to evaluate film and television production programs but deciding that university is not the best path for gaining industry experience.
UCAS is an organization that helps students apply to university and college courses in the UK. It provides information and guidance on post-secondary education options. UCAS tariff points are awarded based on students' A-Level or equivalent exam grades, with higher grades earning more points. Universities and courses often have minimum point requirements. The document then discusses application fees, deadlines, loans available for tuition and living costs, and open days at potential film schools like Leeds Met Film School and The Northern School of Art. The Northern School of Art offers a practical film, TV and theatre production degree where students gain experience working on live projects and have success winning awards for their work.
This applicant is currently studying an Extended Diploma in Creative Media Production and Technology. They enjoy using creative software like Photoshop and Premiere Pro. Their favorite project so far was making a music video, which has sparked an interest in studying video production further. They want to specialize in a creative field at university to pursue a career they are passionate about. Outside of college, they work part-time and volunteer, helping to build independence and life skills. Their top choices for university study are filmmaking, prop making, and visual effects due to the versatile career opportunities in these fields.
Harry is currently studying a Level 3 Extended Diploma in Creative Media Production at college. He has enjoyed learning skills in Photoshop, Audition, and Premiere Pro and producing a variety of media like magazines, advertisements, podcasts, music videos and video games. These projects tested his storytelling, planning, scriptwriting and editing abilities. His favorite unit was making a music video, which provided practical filming and editing experience. Over the summer, he toured ITV Studios in London to learn about live television production.
The document provides an overview of Lily Ajaib's academic qualifications and grades from GCSEs and college courses, as well as details of her proposed university filmmaking degree options and personal statement. It discusses her interests in filmmaking, photography, and videography developed through art and media college courses, and her goal of specializing in cinematography or concert photography at university to pursue a career in the creative industries.
Lily has enjoyed her creative media course where she has explored filmmaking, photography, and audio production. She created a music video, audio horror story, game animation, and magazine spreads. For her final project, she took concert and architecture photos and shot a showreel. Lily wants to study film or media production in university to learn from industry professionals and build a career as a cinematographer, videographer, or photographer. Completing a degree would provide experience, connections, and opportunities to freelance after graduation.
Matt is applying to study animation at university through UCAS. He includes his GCSE grades which are mostly 5s and 6s. He lists several animation degree courses he is interested in, providing details on the course content and his rating of how suitable he feels it would be. The courses are located at universities like Northumbria, Edinburgh, Huddersfield, Bournemouth, Bradford, and Derby. He also includes a one course in graphic design and animation. In his personal statement, Matt discusses his academic history and interest in animation, his current study of creative media in college, and his goals for the future which include working in a studio and freelancing. He concludes by stating his motivation is to learn animation and
Caleb Wilcox is applying to university through UCAS and has provided his academic history and qualifications, including GCSE results and his current study of a Level 3 Creative Media Production course. He discusses his interests in pursuing careers in the gaming industry or mechanical engineering and includes details of his outside interests like working at a pub and going to the gym. Caleb concludes by stating that while he would prefer to enter full-time employment after college, university may be an option to achieve higher grades and better career prospects.
- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
This document is a UCAS application for Liv Crossley applying to study film production. It includes details of her GCSE grades, proposed university courses, personal statement, academic history, current study, future goals, outside interests and conclusion. The applicant is aiming to study film production and eventually work in the TV industry as a producer or director. Several course options in filmmaking are listed, including at York College, Met Film School London, University of Salford and Screen Film School in Manchester.
Josh Eastham is applying to university courses related to television and radio production and journalism. His top choices are television and radio production courses due to his interest in and experience with media subjects. He has studied media production at college and realized he needs further training and experience to enter the industry, which is why he is applying to university. He researched various course and university options carefully to determine his top choices.
Rhys Sadler-Scott is applying to film production programs at three universities. He has a passion for film and media that began with his English GCSE, where he analyzed how language was used in films. His current study has improved his skills in Adobe programs like Premiere Pro. He has enjoyed projects like documentaries and web series that have taught him about filmmaking processes. Rhys wants to study screenwriting and story production at university to further expand his skills and learn from professional filmmakers.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
James Cooper-Abel is applying to study game design at university. He has a passion for video games and wants to experience developing and designing them. In secondary school, he studied graphic design, art, and DT, learning creative skills. His current media course has helped him develop skills in Adobe software and creating game animations and merchandise. He wants to study game design at university to gain experience writing stories, designing characters and worlds. In his free time, he enjoys playing video games for inspiration. University will help him achieve his goal of becoming a game designer and one day designing his own games.
Matthew is applying to university to study filmmaking and further develop his directing skills. He has a passion for film from a young age and has been studying creative media at college, achieving two distinctions. He hopes university will provide resources and time to improve his skills and work on building a portfolio to help him pursue a career as a director. He has considered various filmmaking courses and believes Leeds Beckett University would be the best fit.
Buzzword is applying to study graphic design at university and has provided their academic qualifications including GCSE grades and a Level 3 Diploma in Creative Media where they achieved merits. They are considering courses in graphic design at several universities and have rated each based on facilities, location, and course content. Buzzword aims to gain independence, new skills, and industry experience through university study to prepare for a career in graphic design.
All employers must conduct a risk assessment to identify potential hazards. The document provides a sample risk assessment for a production company to help identify hazards for their business. It lists potential hazards like trips, falls, and equipment damage. For each hazard, it describes who may be harmed, existing controls, and any additional actions needed to reduce risk. Employers are responsible for reviewing and updating their risk assessment as needed to ensure safety.
Lucy created a small video using footage and royalty-free music to provide evidence of production work. She has numbered and labeled footage folders containing shots as well as preparation work. For post-production evidence, Lucy included screenshots, communication logs, and notes describing transitions, audio effects, and video effects used in each screenshot.
This document provides information on technical theatre careers in sound, props, and stage management. It summarizes 3 courses for each career path, including length, cost, overview and entry requirements. The courses range from 2-3 years and cost between £6,200-£9,500 per year. They offer hands-on training and experience working on productions. Entry requirements typically include A-Levels, BTECs or UCAS points. Graduates will be prepared for careers operating sound and lighting systems, fabricating props, or managing productions.
The document provides information on technical theatre courses in the UK related to sound, props, and stage management.
For sound courses, it outlines 3 options - a 3-year course at the Royal Academy of Speech and Drama focusing on live performance sound design; a 2-year course at Greater Brighton Metropolitan College covering lighting and sound design for theatre; and a 2-3 year course at Mountview Academy of Theatre Arts covering various sound skills needed for professional theatre production.
For props, it lists courses on prop making and special effects at Greater Brighton Metropolitan College and Mountview Academy, as well as a 3-year Scenic Arts course at Rose Bruford College covering prop making, scenery, and painting.
This applicant is applying to film production degree courses. They received grades of 3-6 in their GCSEs, including a 3 in French. They have completed a Level 3 Diploma in Creative Media Production and Technology at York College, achieving a PASS grade. They are currently completing a Level 3 Extended Diploma in the same subject area at York College. The applicant has listed several film production degree courses they are interested in and provided ratings for how suitable they feel each course is for them based on location, content, and opportunities. Their highest rated courses emphasize practical skills development and the ability to specialize in an area of film production.
Harry Borwell is applying to university film and television production programs. He has a history of studying creative media and technology at secondary school and college. Currently in his second year of a Level 3 Creative Media Production and Technology diploma, Harry has gained skills in video editing, graphic design, audio production, and developing creative media projects. He is most interested in programs that will give him independence from his family and hands-on experience in film and television production.
UCAS is the organization that processes applications to UK universities. It provides information to help students choose between university, college, or apprenticeships. The document discusses UCAS tariff points which are based on students' grades and determine university eligibility. It also outlines the application process and deadlines through UCAS, average tuition costs, and loans available for tuition and living expenses. The writer discusses visiting open days at Leeds Met Film School, The Northern School of Art, and Sunderland University to evaluate film and television production programs but deciding that university is not the best path for gaining industry experience.
UCAS is an organization that helps students apply to university and college courses in the UK. It provides information and guidance on post-secondary education options. UCAS tariff points are awarded based on students' A-Level or equivalent exam grades, with higher grades earning more points. Universities and courses often have minimum point requirements. The document then discusses application fees, deadlines, loans available for tuition and living costs, and open days at potential film schools like Leeds Met Film School and The Northern School of Art. The Northern School of Art offers a practical film, TV and theatre production degree where students gain experience working on live projects and have success winning awards for their work.
This applicant is currently studying an Extended Diploma in Creative Media Production and Technology. They enjoy using creative software like Photoshop and Premiere Pro. Their favorite project so far was making a music video, which has sparked an interest in studying video production further. They want to specialize in a creative field at university to pursue a career they are passionate about. Outside of college, they work part-time and volunteer, helping to build independence and life skills. Their top choices for university study are filmmaking, prop making, and visual effects due to the versatile career opportunities in these fields.
Harry is currently studying a Level 3 Extended Diploma in Creative Media Production at college. He has enjoyed learning skills in Photoshop, Audition, and Premiere Pro and producing a variety of media like magazines, advertisements, podcasts, music videos and video games. These projects tested his storytelling, planning, scriptwriting and editing abilities. His favorite unit was making a music video, which provided practical filming and editing experience. Over the summer, he toured ITV Studios in London to learn about live television production.
The document provides an overview of Lily Ajaib's academic qualifications and grades from GCSEs and college courses, as well as details of her proposed university filmmaking degree options and personal statement. It discusses her interests in filmmaking, photography, and videography developed through art and media college courses, and her goal of specializing in cinematography or concert photography at university to pursue a career in the creative industries.
Lily has enjoyed her creative media course where she has explored filmmaking, photography, and audio production. She created a music video, audio horror story, game animation, and magazine spreads. For her final project, she took concert and architecture photos and shot a showreel. Lily wants to study film or media production in university to learn from industry professionals and build a career as a cinematographer, videographer, or photographer. Completing a degree would provide experience, connections, and opportunities to freelance after graduation.
Matt is applying to study animation at university through UCAS. He includes his GCSE grades which are mostly 5s and 6s. He lists several animation degree courses he is interested in, providing details on the course content and his rating of how suitable he feels it would be. The courses are located at universities like Northumbria, Edinburgh, Huddersfield, Bournemouth, Bradford, and Derby. He also includes a one course in graphic design and animation. In his personal statement, Matt discusses his academic history and interest in animation, his current study of creative media in college, and his goals for the future which include working in a studio and freelancing. He concludes by stating his motivation is to learn animation and
Caleb Wilcox is applying to university through UCAS and has provided his academic history and qualifications, including GCSE results and his current study of a Level 3 Creative Media Production course. He discusses his interests in pursuing careers in the gaming industry or mechanical engineering and includes details of his outside interests like working at a pub and going to the gym. Caleb concludes by stating that while he would prefer to enter full-time employment after college, university may be an option to achieve higher grades and better career prospects.
- Elisabeth Banks is applying to study BSc (Hons) Film and Television Production at York University. She has achieved good GCSE grades including English Language, English Literature, Maths, Combined Science, Computer Science, and Religious Studies.
- Currently, she is studying an Extended Diploma in Creative Media Production and Technology at York College where she has gained experience producing music videos, album covers, video games, film trailers, shorts films, and advertisements.
- She is interested in working in film production at a multimedia company in the future and feels a university course will provide her with additional skills and experience needed for a career in the industry.
This document is a UCAS application for Liv Crossley applying to study film production. It includes details of her GCSE grades, proposed university courses, personal statement, academic history, current study, future goals, outside interests and conclusion. The applicant is aiming to study film production and eventually work in the TV industry as a producer or director. Several course options in filmmaking are listed, including at York College, Met Film School London, University of Salford and Screen Film School in Manchester.
Josh Eastham is applying to university courses related to television and radio production and journalism. His top choices are television and radio production courses due to his interest in and experience with media subjects. He has studied media production at college and realized he needs further training and experience to enter the industry, which is why he is applying to university. He researched various course and university options carefully to determine his top choices.
Rhys Sadler-Scott is applying to film production programs at three universities. He has a passion for film and media that began with his English GCSE, where he analyzed how language was used in films. His current study has improved his skills in Adobe programs like Premiere Pro. He has enjoyed projects like documentaries and web series that have taught him about filmmaking processes. Rhys wants to study screenwriting and story production at university to further expand his skills and learn from professional filmmakers.
James Cooper-Abel is applying for a game design course and has a passion for video games. He studied graphic design and art in secondary school which developed his creative skills. His current media course has helped him gain skills in Adobe programs and creating a music video, audio story, magazine cover and game animation. He wants to study game design at university to gain experience developing games and achieve his goal of becoming a game designer. In his spare time he enjoys playing video games which have inspired his career choice.
James Cooper-Abel is applying to study game design at university. He has a passion for video games and wants to experience developing and designing them. In secondary school, he studied graphic design, art, and DT, learning creative skills. His current media course has helped him develop skills in Adobe software and creating game animations and merchandise. He wants to study game design at university to gain experience writing stories, designing characters and worlds. In his free time, he enjoys playing video games for inspiration. University will help him achieve his goal of becoming a game designer and one day designing his own games.
Matthew is applying to university to study filmmaking and further develop his directing skills. He has a passion for film from a young age and has been studying creative media at college, achieving two distinctions. He hopes university will provide resources and time to improve his skills and work on building a portfolio to help him pursue a career as a director. He has considered various filmmaking courses and believes Leeds Beckett University would be the best fit.
Buzzword is applying to study graphic design at university and has provided their academic qualifications including GCSE grades and a Level 3 Diploma in Creative Media where they achieved merits. They are considering courses in graphic design at several universities and have rated each based on facilities, location, and course content. Buzzword aims to gain independence, new skills, and industry experience through university study to prepare for a career in graphic design.
Similar to Betec ucas and drama schools research (20)
All employers must conduct a risk assessment to identify potential hazards. The document provides a sample risk assessment for a production company to help identify hazards for their business. It lists potential hazards like trips, falls, and equipment damage. For each hazard, it describes who may be harmed, existing controls, and any additional actions needed to reduce risk. Employers are responsible for reviewing and updating their risk assessment as needed to ensure safety.
Lucy created a small video using footage and royalty-free music to provide evidence of production work. She has numbered and labeled footage folders containing shots as well as preparation work. For post-production evidence, Lucy included screenshots, communication logs, and notes describing transitions, audio effects, and video effects used in each screenshot.
The student created a short film about mental health struggles to engage young audiences. Though there were challenges in the process, the student feels the film achieved its goals of realistically portraying the day-to-day thoughts and feelings of the main character suffering from anxiety and depression without showing a perfect recovery. Areas for improvement include emphasizing the character's decision to seek help and re-recording voiceovers with better audio quality. The student learned a great deal about the filmmaking process and hopes to improve organization and editing in future projects.
- The document is a log of Lucy Pratt editing together footage for a film project about a student named Sam suffering from depression.
- Lucy details adjusting lighting, adding transitions between shots, and cutting dialogue due to scheduling issues with actors.
- She describes editing ambient noise into classroom scenes to convey Sam's feelings of isolation and organizing footage.
- Feedback from teachers helped Lucy refine the volume of sound effects and pace of certain shots to better fit the story.
This document is a rushes log created by editor Lucy Pratt for the production "From OutsideIn". It provides details on 53 video files and 5 audio files recorded for the production, including file names, durations, and notes on possible edits. For each file, Pratt recommends precise timecode ranges to crop in order to cut unwanted footage like the actor moving behind the camera or adjusting equipment. Background noises are also noted that may need replacing in post-production. The level of detail in the log will help Pratt efficiently edit the materials down to the essential scenes for the final cut.
1. The opening shot of the film is too bright and will need a lighting effect applied in post-production. Re-shooting was needed for some scenes that were unclear due to weather conditions.
2. Additional audio may need to be added to some re-shot scenes to make them feel more natural. Music will be used in place of some audio to see how it affects those scenes.
3. Not all needed sound effects were downloaded initially, so additional effects for a school bell, ambient chatter, and door slam were acquired.
The document outlines a study leave schedule for a week in February/March. It includes a daily schedule with filming locations and tasks for each day. Key filming locations include various classrooms, a study area, outside, and a kitchen. Time is allotted each day for filming, uploading footage, and starting video editing. Goals for the week include finalizing two film units and completing any necessary video editing.
The student is looking for actors to be in their media film about mental health for their final school project. They need people to play the main student roles as well as extras in the background. Filming will take place on Saturday the 2nd and actors are needed for the full day. The film covers a week so actors will need to wear slightly different outfits each day to show the passage of time. Anyone interested is asked to read the script to see if they are willing to help, as it will be a big help to the student to complete their university requirements.
1) The document summarizes Lucy Pratt's role in an online marketing campaign for a school production. Her responsibilities included organizing content, tracking progress, and communicating with cast and crew to obtain bios and quotes.
2) While communication within the online marketing team was successful, communication with other marketing teams could have been improved. The online team was not kept in the loop about links between platforms.
3) Surveys of the marketing efforts found that social media videos were well-received and effectively targeted friends and family of cast and crew. However, the website could have provided more details about the show to further build excitement.
The document summarizes several meetings of an online marketing team for a school production. It discusses assigning roles for creating YouTube and social media content. The team agrees to upload videos every Thursday. They schedule a meeting with the staff in charge of social media accounts. Later meetings cover developing a website, scheduling posts, and addressing issues getting content from other teams. While communication within the online marketing team was good, a lack of communication with other departments caused delays.
This document provides instructions for end credits for a film project. It lists the producer, camera operators, costume/props, and editor. It then lists the main student actors in groups and notes other background students. It thanks those who helped film but were not on screen like teachers and friends. It leaves space to include the music sources used and the editing software.
Post production schedule from outside inmediageek5
Lucy Pratt has created a post-production schedule for editing a film project called "From Outside In" over several weeks in January and February 2019. The schedule details the tasks, locations, equipment needed, and notes for editing the footage, recording voiceovers, adding music, reshooting scenes, and completing the film in time for screenings in mid-February. It also accounts for a media trip to New York in mid-January and study leave time to focus on editing. The final stages in early March involve finishing touches, peer and teacher feedback, and exporting the completed film.
Amethyst Productions has obtained permission from a parent or guardian to use their son or daughter as an actor in the film "From Outside In". The permission slip acknowledges that the child will have a speaking or non-speaking role in the film, which will be publicly released on YouTube or Short of the Week. It also confirms that the child has agreed to take on a specific role and is aware that the completed film will be used for Lucy Pratt's final school project.
The school is producing the musical "Anything Goes" which will open on February 12, 2019. Students in the production arts and media program have designed a website, social media content, and YouTube videos to promote the show and showcase their work. These students are split into departments like costumes, lighting, and stage management. They are working professionally with meetings and action plans. Some students are creating a documentary and smaller video updates about the production process. The cast features students from all year groups who went through an audition process. Rehearsals and set work have been underway since September.
The marketing team meeting discussed progress on print, online, audio, and audio-visual projects. The print team nearly completed the poster and cover and will provide photos. The online team met with a teacher about social media release dates and is designing web pages. They will share footage. The audio-visual team finished shooting and is editing their video. The audio team finished recording a jingle and interviews. Today the online team will revisit schedules and start designing school website content.
This document outlines an online marketing schedule for a unit. It assigns tasks such as creating social media posts and videos to different people and tracks the status of completing these tasks on weekly deadlines. The schedule runs from January 10th to February 28th and includes introducing upcoming content on social media platforms, linking to videos, polls, photos and interviews to promote an event and documentary.
This document outlines a social media strategy for promoting a YouTube channel, website, and documentary over multiple months. It includes posting introductory videos and links on YouTube, Twitter, Facebook, and Instagram. Behind-the-scenes photos, interview clips, character profiles, and polls would also be shared across platforms. The website would be updated with additional information and profiles corresponding to interview videos and the documentary's progress.
The document outlines a marketing correlation schedule for promoting a documentary. It includes dates for conducting interviews and posting content on various social media platforms like Twitter, Facebook, and Instagram. The schedule details what type of content will be posted each date such as interview introductions, YouTube links and descriptions, polls, bloopers, quotes, and montages. It also includes a list of production roles and potential people to interview to create social media profiles for promoting the documentary.
This document outlines a social media strategy for promoting a YouTube channel, website, and documentary over multiple months. It includes posting introductory videos and links on YouTube, Twitter, Facebook, and Instagram. Behind-the-scenes photos, interview clips, character profiles, and ticket/information updates would also be shared across platforms. Twitter polls would gauge audience excitement and opinions about the documentary and its cast.
The client liked the student's script concept and execution, finding it thought-provoking in its exploration of themes like gender equality and mental health issues. The client's main feedback was to improve the script structure and clarity of some sections. The student made revisions based on this feedback. The student feels they met the expectations of the client and competition brief by creating an industry-standard script that sparks important conversations and allows audiences to relate to the main character's struggles. The student learned more about the scriptwriting process through completing this project.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Liberal Approach to the Study of Indian Politics.pdf
Betec ucas and drama schools research
1. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
1 | P a g e
(One course perpage) (4 courses- stage management,3courses- propsand3 courses- visuals)
Stage management
UCAS
Where: university of Winchester
Course: theatre production (arts and management)
Duration: 3 years
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: first year introduces you to the course and the different roles in theatre; sound
operation, lighting, marketing, management, presentations. Some projects will relate to real
companies and venues. Staff and student performances also take place, with tours.
Requirements: Tariff- 96-112 points, A GCSE A*- C or 9-4 pass in English Language, they
normally look for people who has studied similar courses and a successful interview.
Cost: £9,250 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=0a70aa6a-3b15-cc96-bb6c-
035bd34c35f0&courseOptionId=894392f2-1a10-53c4-8192-1a6dec5e29e3
http://www.winchester.ac.uk/Studyhere/Pages/ba-hons-theatre-production-arts-and-stage-
management.aspx
Evaluation: this course being in Winchester is good for location due to the distance being
short from Ringwood however; it being in Winchester means that there are fewer
connections to theatres in London. The statistics of this can be seen as both good and bad;
80% students agreed they got sufficient guidance and advice, which is go but is being
contradicted by the statistic that 47% students were satisfied overall which shows that this
course may have 100% of students getting into work/ study within 6 months of finishing the
course but it is not a fun course. I feel that there is no point in a course with few
connections and with some boring lessons-, 60% of student’s agree that staff made the
subject interesting.
2. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
2 | P a g e
UCAS
Where: Royal Central School and Drama, university of London
Course: stage management
Duration: 3 years
Qualifications: Bachelor of Arts (with Honours) - BA (Hons)
Content: learn stage management and other specialist knowledge and skills in all aspects of
theatre. Learn how each production role contributes to live performances and teach
students how to work effectively as a stage manager and a conduit between directors and
production teams through rehearsals, live performances, including searching for sets and
props. Work on lots of performances with many different production teams and visiting
professionals.
Requirements: A levels- BBC and Pearson BTEC level 3 National Extended Diploma- DDM
with a good portfolio and a successful interview.
Cost: £9,500 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=3469072b-a317-e654-17dd-
feafe2a2257a&courseOptionId=bc5b077e-974a-0ec6-19c1-5c647325ed98
http://www.cssd.ac.uk/course/stage-management-ba
Evaluation: London, being the location, is an advantage for this university as huge / famous
theatres and job opportunities surround it. However, the location is expensive to live in as
the housing is expensive and the distance from Ringwood would cost lots too. In addition,
another disadvantage is that they do look at A-level results and a Level 3 BTEC diploma,
which may not determine a place in the course but is still needed before the interview and
portfolio review. The course has given opportunities that have allowed students to go on to
become production managers, for example, Sebastian Cannings who graduated in 2016 and
is the assistant production manager for things like ‘Harry Potter and the Cursed Child’.
3. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
3 | P a g e
UCAS
Where: Rose Bruford College
Course: Stage and Events Management
Duration: 3 years
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: teaches students how to coordinate a range of disciplines through the production
process. Their aim is to develop students’ passion for live performance and get the skills
needed of a rage of pathways; festival, music event or theatre stage manager.
Requirements: Tariff- 96 points, good portfolio, successful interview and possible audition.
Cost: £9,250 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=b905bada-fe43-c59b-3c44-
b5e29de46f0a&courseOptionId=9d8a7c61-7ccc-25bb-c482-5e3ea84b579c
https://www.bruford.ac.uk/courses/stage-management-ba-hons/
Evaluation: This University is situated in London giving the students connections to big
theatres and affordable transport, however the accommodations are extremely expensive
and it is a bit far from Ringwood. The entry requirements are 96 points, which is very
achievable. This university also has specific connections with many professional stage
managers and they come and speak with the students taking the course, which is beneficial
as it allows the students to talk to someone doing the job they aspire to do. The student
opinions of their experiences of this specific course is also successful and reflects the course
perfectly as 100% were in work within six months and 92% were said they got sufficient
guidance and advice, that staff are good at explaining things, that staff made the subject
interesting and were satisfied overall.
4. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
4 | P a g e
Drama school
Where: LAMDA
Course: FDA production & technical arts: stage and screen
Duration: 2 years
Qualification: FDA qualification (The Foundation Degree is a university-level qualification,equivalentin
level to the firsttwo years of a traditional BAHonours degree course.)
Content: first year consist of introductions of the four core disciplines- stage management,
scenic construction, lighting and sound- and an introduction into the elements involved in
stage and screen production. These classes are: stage management, production
management, prop making, lighting (including design), rigging, sound, set design, scenic
construction, health and safety, first aid, fire safety and AutoCAD (software that allows you to
draw 2D and 3D designs).Year 2- undertake senior production roles on LAMDA shows or film
and radio projects, with two six-week work placements.
Requirements: age 18+ and a successful interview.
Cost: £9,250 per year
Link: https://www.lamda.org.uk/our-courses/all-courses/production-technical-arts-stage-
screen
Evaluation: this course is in London, so travel is far and accommodation is costly, however
there are many connections to huge theatres and names. In addition, this course does not
look at grades, which could be a positive, as they are looking for talent more, or it could be
negative, as the course could be terrible and they are trying to get students in so they do
not stop doing the course. A huge negative to this course is that the audition has a £54 fee,
which if you do not get into the course, you have lost. An advantage to this course, in
contrast to the previous point, is that the number of students in the class is varied through
the timetable: maximum of 30 with some lessons with half/ quarter of them, all of them or
1 on 1. This variation allows students to get lots of supportive, independent and group
working lessons.
5. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
5 | P a g e
Props
UCAS
Where: Rose Bruford College
Course: Scenic Arts (Construction, Props & Painting)
Duration: 3 years
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: learn a range of theatre craft skills; prop making, scenery building, scenic painting,
etc. learn professional knowledge of the technical arts working with traditional and modern
materials. Skills can help you pursue a career in theatre, film, television, museum displays
and themed attractions
Requirements: 96 tariff points, good portfolio, successful interview and possible audition.
Cost: £9,250 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=9fef8593-4c7e-ecb9-7799-
27b261c651da&courseOptionId=617e4e33-d979-2dd2-8800-33c585b92e81
https://www.bruford.ac.uk/courses/stage-management-ba-hons/
Evaluation: This, being in London, has distance away from Ringwood and costly
accommodation negatives, with the positives being the connections to theatres, names and
job opportunities in London. They have lots of visitor from theatres and companies such as
BBC/ITV and the National Theatre. This is beneficial as it allows the students that take to
course to talk and ask questions about what it is like working in a real environment and in
the jobs, the students might be aiming for. In addition, 92% of students that have being on
the course were in work/ study six months after finishing the course.
6. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
6 | P a g e
UCAS
Where: University of South Wales
Course: TV and Film: Prop Making (Top Up)
Duration: 1 year
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: build and maintain a wide range of practical and technical understanding work
with materials and processes employed within the industry. This includes sculpting, casting,
carpentry and metal fabrication. In addition, there will be topics covering the contextual and
historical knowledge to accompany these materials and processes.
Requirements: nothing needed apart from successfully completed a relevant Foundation
Degree.
Cost: £9,000 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=82a396fe-9628-c00b-fb92-
4be76d37f9b3&courseOptionId=25d7df55-0ec0-1647-17b3-b158edfdc6a6
Evaluation: firstly, the location is terrible, as I would never be able to get there for
Ringwood. In addition, I found this course without a full course or foundation course that
goes with it, at the same university, which is insufficient and difficult as it means students,
would need to go somewhere else before applying for this course.
7. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
7 | P a g e
UCAS
Where: Royal Central School of Speech and Drama, University of London
Course: Prop Making
Duration: 3 year
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: professional prop making that could aid students with many careers, such as:
theatre, film and television, window displays, model animation, community arts, museum
installation and replication work etc. The skills students would learn on this course will
involve, sculpting skills, casting techniques, welding, polystyrene carving, vacuum forming,
carpentry, life casting, paint finishing and texturing, etc.
Requirements: A level BBC, Pearson BTEC level 3 national extended diploma DDM,
successful interview and portfolio review
Cost: £9,500 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=f5170508-de49-8c5d-ddc5-
50b82ae6c1f1&courseOptionId=3a24707e-0b08-5af3-e530-23cb0ac42603
https://digital.ucas.com/courses/details?coursePrimaryId=f5170508-de49-8c5d-ddc5-
50b82ae6c1f1&courseOptionId=3a24707e-0b08-5af3-e530-23cb0ac42603
Evaluation: This being the University of London has travel problems from Ringwood and the
cost of accommodation is high, the advantage of the location is that it is close to the major
theatre and media companies so there would be connections to them. A concern I have with
this course is that most of the websites I’ve looked at have had the same titles of the
statistics at the end of the page, however with this website, for this course there are only 2
of the statistics on their which leads me to questions like- what are the answers to the other
questions?, and how bad is the answers that they didn’t put on there?
8. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
8 | P a g e
Visuals and media
UCAS
Where: Canterbury Christ Church University
Course: Digital Media
Duration: 3 year
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: During the course, the students learn a range of skills needed for any media or
performance industry: web design, animation, both 2D and 3D, digital imaging, interactive
narratives, multimedia production etc.
Requirements: 88-112 tariff points using any form of qualifications
Cost: £9,250 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=69b8c2e5-e0a2-2ab1-1654-
fd01f76ef6ce&courseOptionId=b916bde4-a23d-3e9d-6e82-ba08a160deef
http://www.canterbury.ac.uk/study-here/courses/undergraduate/digital-media-18-19.aspx
Evaluation: this university’s location is much closer to Ringwood and therefore accessible
from home and it has a huge range of acceptable tariff points. This could be a negative thing
about this course as the idea that the tariff points can be from all/ any previous
qualifications and the fact that 88 is a small number compared to the other courses,
suggests that the course maybe doing anything to get students so it does not shut down.
This further suggests that the course is not very good compared, again, to the other courses.
9. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
9 | P a g e
UCAS
Where: Southampton Solent University
Course: Visual Effects
Duration: 1/ 3 years
Qualification: Bachelor of Arts (with Honours) - BA (Hons)
Content: there are units in this course that include visual research Introduction, 3D Drawing
Introduction to VFX Animation Digital Pipelines, etc.
Requirements: 112 tariff points through. A levels BBC or BTEC extended diploma DMM
Cost: £9,250 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=9545d068-032e-6abe-e044-
6103c52c52f5&courseOptionId=aac8dbb9-af67-4300-8e9b-787c934c09d5
Evaluation: This course is situated close by which means access would be okay from
Ringwood however by my first impression of the UCAS website ‘Modules’ section of this
course’s page, is typed messily with gapes between lots of words missing, which implies that
this was quickly thrown together and some may get the impression that the course is not
good due to this impression.
10. Lucy Pratt 12u 12/10/17
BETEC- UCAS and drama schools research
10 | P a g e
UCAS
Where: New College Durham
Course: Visual Arts
Duration: 2 years
Qualification: Foundation Degree in Arts - FDA
Content: This course focuses on the student’s preferred specialist discipline within art and
design. Examples include Fine Art, Digital Photography, Textile Design, Multimedia, Interior
Design, Illustration, or a broad and inventive approach. This is based on what he individual
wants on their portfolio. In this course, students learn via creative studio-base activities.
Requirements: 32 tariff points
Cost: £9,000 per year
Link: https://digital.ucas.com/courses/details?coursePrimaryId=6d9c6331-fc7a-0e6a-4420-
b4a4317d70d3&courseOptionId=acec38d2-4c46-9dce-0fcc-6cde5156fd52
Evaluation: The location is terrible in terms of travel from Ringwood and therefore the
costs of the travel. The requirement of 32 tariff points and the price £9,000 confuses me as
the other courses have asked for higher tariff points with is price which makes me wonder
whether the smaller points equals a course with less quality and quantity. This then makes
me wonder about the link between the quantity and the price.