This document provides an assignment brief for a digital video production project. Learners will [1] produce a proposal for using digital video technology in college promotional materials across various platforms, [2] research working to a brief and produce a report, and [3] negotiate a brief with a client to produce a promotional video for a college department. Learners must document all communication and will conduct a SWOT analysis. The goal is for learners to experience the full process of working to a brief from start to finish.
This document provides an assignment brief for a digital video production project. Learners will plan and create a promotional video for a college department and prepare it for various platforms. The tasks involve producing a proposal on using digital video technology, writing a report demonstrating understanding of working to a brief, negotiating a brief with the client, and doing a SWOT analysis. All communication with the client must be documented. The overall goals are to introduce learners to digital video production and management of working to a brief.
Learners are tasked with creating a promotional video for a college department that can be used across various platforms. They must negotiate a brief with their client, documenting all communication. Tasks include producing a proposal on using digital video technology, writing a report on brief structures, negotiating a brief with the client, and doing a SWOT analysis. Learners will plan, create and prepare a digital video sequence for an interactive media product while following the brief and conventions of digital video production. All work must be documented on their blog for assessment.
This document provides course information for a BTEC First Diploma in Art and Design (Multimedia Pathway) including an overview of the course content and units, requirements for entry, and details on the course tutor and when the course runs. The course aims to provide education and training in art and design with a focus on graphic design and interactive media. It includes both mandatory core units and optional specialist units and can lead to further qualifications in areas like graphic design, multimedia, and game development.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides a brief for a video project commissioned by Salford Royal NHS Foundation Trust. The brief requests the production of a 90-120 second animation to promote hand washing in the hospital, which will play on a video wall in the main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation should use NHS brand colors and properly attribute the trust. The deadline for submission is June 8, 2012. Accompanying tasks for students include developing ideas, pitching a proposal, creating pre-production materials, and producing the final films.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The goal is to create a 90-120 second animation promoting hand washing in hospitals, without sound, to play on a video wall in the hospital entrance. Key messages include infection control and hand washing technique. Graphic animation is preferred. The video must follow NHS branding guidelines and credit the students who created it. The deadline to submit the final video is June 8, 2012. The brief outlines tasks for students to complete, including developing ideas, pitching a proposal, creating pre-production plans, and producing the final film.
This document provides an assignment brief for a digital video production project. Learners will plan and create a promotional video for a college department and prepare it for various platforms. The tasks involve producing a proposal on using digital video technology, writing a report demonstrating understanding of working to a brief, negotiating a brief with the client, and doing a SWOT analysis. All communication with the client must be documented. The overall goals are to introduce learners to digital video production and management of working to a brief.
Learners are tasked with creating a promotional video for a college department that can be used across various platforms. They must negotiate a brief with their client, documenting all communication. Tasks include producing a proposal on using digital video technology, writing a report on brief structures, negotiating a brief with the client, and doing a SWOT analysis. Learners will plan, create and prepare a digital video sequence for an interactive media product while following the brief and conventions of digital video production. All work must be documented on their blog for assessment.
This document provides course information for a BTEC First Diploma in Art and Design (Multimedia Pathway) including an overview of the course content and units, requirements for entry, and details on the course tutor and when the course runs. The course aims to provide education and training in art and design with a focus on graphic design and interactive media. It includes both mandatory core units and optional specialist units and can lead to further qualifications in areas like graphic design, multimedia, and game development.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The project involves creating a 90-120 second animation to promote hand washing in the hospital's new main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation must use NHS branding colors and credit the students who created it. The deadline to submit the finished film is June 8, 2012.
This document provides a brief for a video project commissioned by Salford Royal NHS Foundation Trust. The brief requests the production of a 90-120 second animation to promote hand washing in the hospital, which will play on a video wall in the main entrance. Key messages include infection control, protecting patients by washing hands, and demonstrating proper hand washing technique. The animation should use NHS brand colors and properly attribute the trust. The deadline for submission is June 8, 2012. Accompanying tasks for students include developing ideas, pitching a proposal, creating pre-production materials, and producing the final films.
This document provides the brief and requirements for a video project commissioned by Salford Royal NHS Foundation Trust. The goal is to create a 90-120 second animation promoting hand washing in hospitals, without sound, to play on a video wall in the hospital entrance. Key messages include infection control and hand washing technique. Graphic animation is preferred. The video must follow NHS branding guidelines and credit the students who created it. The deadline to submit the final video is June 8, 2012. The brief outlines tasks for students to complete, including developing ideas, pitching a proposal, creating pre-production plans, and producing the final film.
Task 2iii editing the digital video for the creative media projectBenT1990
The document provides evidence of editing a digital video for a Creative Media project. It describes cutting out an unnecessary part at the beginning of the second scene by moving the playhead to select segments from 0 to 20 seconds and from 20 seconds to 68 seconds, then using the Set In and Set Out buttons to define the new start and end of that scene.
Insurance is one of the most mis-understood concept and also the most mis-sold product. This presentation address the basic concept of Life Insurance and how important is TERM INSURANCE
The document discusses the difference between observations and inferences. Observations involve gathering information using the five senses, and can be qualitative, describing observations, or quantitative, measuring observations. Inferences are explanations of observations based on past experiences and knowledge. While both are important in science, quantitative observations can be more precisely compared. The document provides examples to illustrate observations and the possible inferences that could be made from them.
Oil Technics MSD Sheet Training Foam Synthetic-3David Holmes
This material safety data sheet provides information on a 3% synthetic training foam. The foam is designed to mimic the characteristics of firefighting foams but should not be used for fire extinguishment. It contains surfactants and hexylene glycol. Prolonged skin contact may cause irritation. The foam is biodegradable and not classified as hazardous to health or the environment. Precautions should be taken to avoid eye and skin contact during use or cleanup.
This document provides information on spill kits and containment systems from Oil Technics Ltd. It describes modular spill storage cabinets called Spill Centres that can store and dispense absorbents. Mobile spill kits ranging from 120-650 litres for oil, maintenance, or hazardous spills are detailed. Smaller spill bags and drums that provide fast response to small or large spills are also summarized. The document aims to offer flexible and customizable spill control solutions.
Oil Technics provides environmental products for workshops including industrial degreasers, precision solvent degreasers, biological oil stain removers, forecourt cleaning products, and forecourt washroom products. The company has been operating since 1984 and manufactures innovative, environmentally friendly cleaning products at its facilities in Aberdeenshire, Scotland.
The document provides the brief and requirements for an assignment to create a viral video to promote a new film production company and their upcoming film competition submission. Students must research how video is used in interactive media, generate ideas for their viral concept, and complete pre-production planning and production to develop and shoot their viral video. They will present their final viral video and materials at the end of the 4 week assignment.
The document provides the brief and assessment criteria for an assignment to create a viral video to promote a new film production company. Students must research how video is used in interactive media, generate ideas for their viral, and produce a video following their planned production process. They will be assessed on devising, planning, shooting, and editing their viral video to demonstrate their understanding of constructing media for an audience and getting their message understood.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides the details of an assignment to manage a creative media production project. The assignment tasks include developing initial ideas, pitching a proposal, and managing the full production process from pre-production through post-production. The production must relate to video, audio, motion graphics, photography or graphic design. Students must plan all stages in advance and adapt to any changes or difficulties during production. The assignment will be graded based on criteria mapping to qualification levels for originating ideas, pitching a proposal, and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria mapping to pass, merit and distinction level qualifications.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment requires students to originate, develop, research, and pitch an idea for a media product. They must then manage the entire production process, from pre-production through production to post-production, to create their proposed media product. The assignment is due on April 15th and will be assessed based on criteria mapping to the relevant qualification units.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show ability to adapt to changes and overcome difficulties. Students will be graded on criteria mapping to unit learning outcomes regarding idea generation, pitching a proposal, pre-production planning and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year course of study and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
Task 2iii editing the digital video for the creative media projectBenT1990
The document provides evidence of editing a digital video for a Creative Media project. It describes cutting out an unnecessary part at the beginning of the second scene by moving the playhead to select segments from 0 to 20 seconds and from 20 seconds to 68 seconds, then using the Set In and Set Out buttons to define the new start and end of that scene.
Insurance is one of the most mis-understood concept and also the most mis-sold product. This presentation address the basic concept of Life Insurance and how important is TERM INSURANCE
The document discusses the difference between observations and inferences. Observations involve gathering information using the five senses, and can be qualitative, describing observations, or quantitative, measuring observations. Inferences are explanations of observations based on past experiences and knowledge. While both are important in science, quantitative observations can be more precisely compared. The document provides examples to illustrate observations and the possible inferences that could be made from them.
Oil Technics MSD Sheet Training Foam Synthetic-3David Holmes
This material safety data sheet provides information on a 3% synthetic training foam. The foam is designed to mimic the characteristics of firefighting foams but should not be used for fire extinguishment. It contains surfactants and hexylene glycol. Prolonged skin contact may cause irritation. The foam is biodegradable and not classified as hazardous to health or the environment. Precautions should be taken to avoid eye and skin contact during use or cleanup.
This document provides information on spill kits and containment systems from Oil Technics Ltd. It describes modular spill storage cabinets called Spill Centres that can store and dispense absorbents. Mobile spill kits ranging from 120-650 litres for oil, maintenance, or hazardous spills are detailed. Smaller spill bags and drums that provide fast response to small or large spills are also summarized. The document aims to offer flexible and customizable spill control solutions.
Oil Technics provides environmental products for workshops including industrial degreasers, precision solvent degreasers, biological oil stain removers, forecourt cleaning products, and forecourt washroom products. The company has been operating since 1984 and manufactures innovative, environmentally friendly cleaning products at its facilities in Aberdeenshire, Scotland.
The document provides the brief and requirements for an assignment to create a viral video to promote a new film production company and their upcoming film competition submission. Students must research how video is used in interactive media, generate ideas for their viral concept, and complete pre-production planning and production to develop and shoot their viral video. They will present their final viral video and materials at the end of the 4 week assignment.
The document provides the brief and assessment criteria for an assignment to create a viral video to promote a new film production company. Students must research how video is used in interactive media, generate ideas for their viral, and produce a video following their planned production process. They will be assessed on devising, planning, shooting, and editing their viral video to demonstrate their understanding of constructing media for an audience and getting their message understood.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides the details of an assignment to manage a creative media production project. The assignment tasks include developing initial ideas, pitching a proposal, and managing the full production process from pre-production through post-production. The production must relate to video, audio, motion graphics, photography or graphic design. Students must plan all stages in advance and adapt to any changes or difficulties during production. The assignment will be graded based on criteria mapping to qualification levels for originating ideas, pitching a proposal, and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria mapping to pass, merit and distinction level qualifications.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment requires students to originate, develop, research, and pitch an idea for a media product. They must then manage the entire production process, from pre-production through production to post-production, to create their proposed media product. The assignment is due on April 15th and will be assessed based on criteria mapping to the relevant qualification units.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show ability to adapt to changes and overcome difficulties. Students will be graded on criteria mapping to unit learning outcomes regarding idea generation, pitching a proposal, pre-production planning and managing the production process.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year course of study and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
Task 2ciii shot-log for the ict creative media digital videoBenT1990
This document contains a shot log for a digital video about the ICT Creative Media course at Cheadle and Marple Sixth Form College. It describes 17 scenes filmed by Ben Turner and Shaun Daniels, including an introduction to the course, tours of the ICT center and classrooms, interviews with Shaun Daniels about the course, and demonstrations of software used in the course like Photoshop, Flash, and Dreamweaver. For each take, it provides the duration, description, audio details, and comments on how it could be improved.
Task 5 assets table for the ict-creative media digital videoBenT1990
Ben Turner and Shaun Daniels created an assets table for their ICT-Creative Media Digital Video project that included 14 assets such as video clips, images, and audio recordings. The assets were either produced (P) or sourced (S) and described the content, source, creator, intended use, and permission status. The assets would be used in scenes introducing the Creative Media course, staff, facilities, and student experiences to promote the program in a digital video.
The document outlines plans for a promotional video for a creative media course. It will be 10-15 minutes long and feature interviews with staff and students in the creative media department. The target audience is students ages 16-18 interested in creative media courses. The production team will conduct research, create a schedule, survey students, script the video, and make storyboards. They will film interviews with staff and students to showcase the department. A teacher or student will film, while others are interviewed. As they have the necessary equipment and facilities, no budget is needed for the promotional video.
Task 2ciiiii justifying the ideas for the creative media digital video projectBenT1990
The document justifies ideas for a promotional digital video for the Creative Media BTEC course at Cheadle Campus. It will include the campus logo to identify the location. Moodboards illustrate the computer facilities and software applications that will be used and demonstrated in the video production process. The video will also provide an idea of building websites and animations within the Creative Media program.
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. For each term, it provides a definition and example of how that term would apply to projects between a student and Cheadle and Marple Sixth Form College. Screenshots and illustrations are included as examples.
Task 5 evaluation for the creative media digital video projectBenT1990
Ben Turner produced a 2-minute promotional video for the Creative Media course at Cheadle and Marple College. He conducted research on the target audience of 16-21 year olds interested in computing. Turner filmed footage on campus and received feedback from questionnaires that praised the video's music, transitions, and information about the course, but suggested adding more interviews. The video was well-received overall and reflected professional standards.
Task 4ii minutes - creative media digital video end of project meetingBenT1990
The meeting reviewed a digital video project completed by students Ben Turner and Shaun Daniels, finding that while illness made collaboration difficult at times, they completed the assigned work to a high standard. While some elements could be improved, the work met the expectations set out by Roger Sears. The remainder of the meeting covered ongoing IT issues, equipment orders, software licensing, and printing best practices.
Task 4ii agenda - creative media digital video end of project meetingBenT1990
The meeting agenda outlines an end of project review meeting for the Creative Media Digital Video department scheduled on June 11th, 2013 from 1:45pm to 2:55pm in room CO5. The meeting was called by Roger Sears, the Head of the ICT department, and will include attendees BT, SD and RSS to discuss the end of project review, teamwork, time management, and any other business.
Unit 4 5 and 62 - evidence of email correspondence with the clientBenT1990
I have had email correspondence with my client regarding the final product for a Creative Media Digital Video project. The email correspondence provides evidence of communication with the client on the project deliverables. In 3 sentences or less, the document discusses email contact with a client about a creative media digital video project.
Ben Turner and Shaun Daniels kept a detailed communication log of their work on a Creative Media Digital Video Project from November 2012 to April 2013. Over this period, they met regularly through focus groups and emails to plan, film, and edit scenes for the video. Key milestones included brainstorming ideas, creating a script, drafting a proposal presentation, filming 8 scenes on location at their college, and editing the raw footage. Through collaborative work and communication, they were able to successfully complete the different stages of production for their Creative Media Digital Video Project.
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and completing a reflective blog. The goal is for students to experience the full process of working to a brief from initial negotiations through final self-evaluation.
Task 4iii minutes - creative media digital video production meetingBenT1990
The meeting reviewed progress on the Digital Video production project. Ben Turner reported that pre-production planning and paperwork were complete ahead of schedule. Shaun Daniels noted some work was done outside of class to stay on track. Roger Sears confirmed the project was going well with only a few minor tasks left. The client meeting highlighted time management as an area for improvement since one team member had been ill. Working from home was proposed to keep up with deadlines during illness. The meeting also discussed various technical issues and purchases needed to support the project work.
Task 4ii agenda - creative media digital video production meetingBenT1990
The agenda summarizes a meeting to review progress on a digital video production project. It will discuss work completed so far, pre-production planning, monitoring current progress, resources needed to finish on time, and ways to improve teamwork, time management and meeting deadlines. The meeting is called by the head of the ICT department and will involve BT, SD and RSS reviewing the project.
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. It provides definitions and examples for each term. Several screenshots and illustrations are included to demonstrate examples of contracts, negotiations, briefs, and competitions in media production.
This document contains a SWOT analysis for a creative media digital video project. The strengths include keeping records of past project success, having necessary resources and skills, and understanding processes. Weaknesses are a lack of experience in some areas like video editing. Opportunities exist in discovering new technologies and expanding markets, while threats include competitors, economic changes, and busy seasons affecting distribution.
Client proposal for creative media digital videoBenT1990
The document proposes creating a digital video to promote the ICT department and Creative Media course at Cheadle and Marple Sixth Form College. It will describe what is involved in the course based on the author's experience. Promotional videos can be published online and used for viral marketing to expose the video to a wider audience. The main purpose is to inform prospective students about the diverse course subjects and supportive learning environment available at the college.
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and compiling production documentation and assets. The goal is for students to experience the full process of working to a brief from initial negotiations through completion and self-evaluation.
Task 4i – questionnaire on the finished creative media digital video projectBenT1990
This document is a 10-question survey about a Creative Media Digital Video project. It asks respondents about their age and gender, what they enjoyed most about the video, if the soundtrack and transitions fit well, and to rate the video and provide suggestions for improvement.
Task 4i – questionnaire on the finished creative media digital video project
Btec level 3 ass 1 u4 5 and 62
1. Assignment brief
Qualification BTEC National in Creative Media Production
4 – Creative Media Production Management Project
Unit number and title 5 – Working to a brief in the Creative Media industries
62 – Digital Video Production for Interactive Media
Start date
Deadline
Assessor name
Assignment title Assignment 1
The purpose of this assignment is to:
Introduce learners to the production and use of digital video material for an interactive media product. Learners will investigate
how video is used in interactive media products and will examine the technology used to produce and manipulate digital video
sequences. Learners will plan and create a video sequence and prepare it for use within an interactive media product.
This assignment also aims to take the learner through the whole process of working to a brief from initial negotiations, through the
process of developing and realising ideas in liaison with the client to final self‐evaluation on completion of the work. Also by
working within pairs it will provide the opportunity to manage the production both individually and as a team.
Scenario
You have been asked to tender a proposal by the college to produce a promotional video for a department within the college
which can then be used on the college website, be produced as a DVD to send to potential students and also be uploaded to the
college YouTube site and Facebook site. As part of this assignment you will have to negotiate a brief with your client and have
records of communication and correspondence between yourself and the client. While negotiating the brief you will decide on the
style, length and content of the video depending on your client’s requirements.
Tasks Grading Criteria Mapping
Task 1 UNIT 62 P1, M1, D1
You are required to produce a proposal which covers how digital video technology could be used to
help, promote and advertise the college subject areas on a variety of different delivery platforms.
In your proposal you must cover both of the following sections:
Applications
Technology as relevant to each application.
Examples need to be included from some of the following areas with specific illustrations to endorse
your points. In applications, some of the uses including Promotional material, advertising and viral
marketing
Also platforms including WWW, DVD and Presentation.
In technology, some of the following including, compression, digital file formats, streaming methods,
data transfer rate, file size, media players and digital rights management systems.
* Your proposal needs to be embedded onto your U62/ U5/ U4 blog as evidence
Task 2 Contributes to Unit 5, P1,
Before working with your client, you need to have an understanding of what the requirements are of M1, D1
working to a brief. You will have to write a illustrated report which shows your understanding of the
following:
Structure of briefs: contractual; negotiated; formal; informal; commission; tender; cooperative brief;
competition
Show examples of the above types of brief within your report
Important note
All correspondence with your client from this point forward must be fully documented in a communication log which will be
incorporated in to your blog.
2. Examples of communication could include SMS, email, video conferencing , face to face communication
You will need to have regular formal meetings with your client with fully documented agendas and minutes of the meetings.
Task 3a Contributes to Unit 4 P1,
M1, D1.
Produce a brief in negotiation with your client for the promotional material you are producing. Ensure
you provide your client with a draft copy of the brief and after discussion, particularly regarding the Contributes to Unit 5, P1,
requirements of the final product, finalise the brief. M1, D1
Write a short report describing what you have done so far and explain what type of brief it is you have Contributes to Unit 62, P2,
produced, and what changes you have made and why from the original. M2, D2
Reading a brief: recognise nature of and demand implicit in brief
Negotiating the brief: consultation with client; degree of discretion in interpreting brief; constraints
(legal, ethical, regulatory); amendments to proposed final product; amendments to budget;
amendments to conditions; fees
Legal and ethical considerations: legal, e.g. copyright, libel; ethical, eg confidentiality, decency;
representation, e.g. race, gender, religion, sexuality
Constraints: time; costs; personnel; resources; legal and ethical considerations, eg privacy, libel law,
defamation, race discrimination law, data protection, freedom of information; codes of practice;
copyright (requirement, owner, clearance, cost)
Task 3b Contributes to Unit 5, P1,
Produce a SWOT analysis M1, D1.
Opportunities: identify opportunities for self‐development; new skills; multi‐skilling; contributions to
project brief
Sources of information
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book
(Pearson, 2010) ISBN 978‐1846906725
Grading Criteria
This unit is internally assessed
Unit 5
P1: describe the requirements M1: explain the requirements D1: comprehensively explain the
of working to a brief of working to a brief with requirements of working
reference to detailed to a brief with elucidated
illustrative examples examples
Unit 62
P1: summarise accurately the M1: explain the principles of D1: comprehensively explain the
principles of digital video digital video technology principles of digital video
technology in interactive media in interactive media with technology in interactive media
using some subject terminology reference to detailed with elucidated examples and
appropriately illustrative examples and consistently using subject
with generally correct use of terminology correctly
subject terminology
Unit 62
P2: generate outline ideas for M2: generate detailed ideas for D2: generate thoroughly
a digital video sequence a digital video sequence thought through
working within appropriate showing some imagination ideas for a digital
conventions and with some and with only occasional video sequence showing
assistance assistance creativity and flair and
working independently to
professional expectations
3. Unit 4 (contributes to 1)
P1 originate, develop and M1 originate, develop and D1 originate, develop and
research an idea for a media research an idea for a media research an idea for a media
product working within product showing some product showing creativity
appropriate conventions and imagination and with only and flair and working
with some assistance occasional assistance independently to professional
expectations