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This document provides tips for improving a horror film coursework project and instructions for the next steps. It includes 10 tips for crafting an effective horror film, such as starting with a compelling villain and avoiding clichés. Students are instructed to either upload their draft 2 video and planning or explain any changes from draft 1. A few groups need to present revised ideas. Appointments are scheduled for individual feedback on drafts next week.
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Public speaking is a skill we have to learn in public, but it is a skill, it is learn-able, and it is a skill that you can learn.
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1. Students will brainstorm workplace scenarios in small groups and provide peer feedback on draft creative briefs.
2. They will create a slidecast presenting an intercultural guide for a selected country using research and a creative brief worksheet.
3. Students will get peer reviews on a draft slidecast and submit the final slidecast project by the due date, verifying that the URL works correctly.
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2) Assignments that are due each week on Mondays and Wednesdays at 11:59pm, which involve brainstorming ideas, peer reviewing drafts, and recording a screencast.
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The document discusses different types of difficult participants that may occur during user testing, including chatterboxes, mutes, pleasers, nosey ones, cheaters, undercover agents, free spirits, reluctant participants, confused participants, inappropriate participants, and no-shows. It provides tips on how to deal with each type such as using time-boxed scripts, sending information in advance, screening participants properly, and briefing them at the start of the session. The overall recommendations are to be well prepared, maintain control of the session, and ensure participant comfort.
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The document provides guidance on structuring an OCR Film Opening Task, including:
1. Setting targets such as a certain number of blog posts, a structured process with feedback, students learning equipment skills, and creating a film opening that looks professional.
2. Referencing Vygotsky's zone of proximal development theory to scaffold student learning.
3. Outlining the key steps of assessing the task requirements, structuring the process, providing activities to build skills, investigating genres through research, and helping students develop their ideas.
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Students should remember to include varied media in presentations, save work in multiple locations, film more footage than needed from different angles, have a motivated team, start a blog early, take ongoing photos and videos, make thrillers realistic, and listen to teacher advice. They should avoid being afraid to speak up or contribute equally, using mismatched costumes, unpreparedness, inconsistent equipment, weather changes between shoots, makeup variations between days, drained batteries, and ignoring guidance.
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This document provides a schedule for an AS coursework student with important deadlines marked for drafting assignments, editing assignments, evaluations, and exams across March, April and May. It includes 3 draft assignments due on the 13th and 27th of March and 11th of April with editing periods until 7pm. The final assignment is due on the 25th of April with editing until 7pm. The evaluation is due on the 5th of May and blogs close on the 6th. Exam revision sessions are scheduled for the 13th and 16th of May with the AS exam taking place on the 18th of May.
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This document provides guidance and requirements for students creating an AS blog checklist. It outlines 53 assignments to be completed over the course of the year related to researching, planning, pitching, producing and reflecting on a horror film project. Students are assessed on their planning, research, organization, time management and presentation skills. The checklist includes due dates, tasks to be completed, and technologies to be used for each assignment. It also provides evaluation questions and suggestions for additional blogging activities. At the end are sections for teacher assessment of individual student blogs.
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This document outlines the location planning process for a film shoot. It lists the locations that are wanted to film at and requests specific addresses and important information about each location such as access, rules, type of place, and opening/closing times. It also asks how the film crew will get to each location, any obstacles to filming there, health and safety concerns and precautions for each location, and backup location options. A PowerPoint with annotated photos of the locations is to be created.
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The document is a production shooting schedule that lists scene numbers, shooting times and dates, locations, actors and costumes needed, and any props or equipment required. It provides essential planning details for filming different scenes in the production over various times and locations with the necessary actors, costumes, props, and equipment. The schedule allows the production team to efficiently plan and coordinate all aspects of shooting the different scenes.
Risk assessment
This risk assessment document outlines the date, location, potential risks and hazards, and level of risk for an event to ensure the health and safety of crew, actors, the public and equipment. It considers all of these factors and what actions may be needed to minimize any risks.
Script
This document provides instructions for completing a script in a specific format, including using the Courier or Courier New font at size 11, noting the use of bold text and tabs for alignments, and that if there is no dialogue, the script should still include scene descriptions. The completed script should then be printed, folded, and glued or stapled to the next sheet.
Shotlists
This document is a shotlist for a film or video project. It contains information about each shot including the shot number, corresponding storyboard panel, shot type and camera angle, any camera movements, a brief description of the shot, the length of the clip, the location, and any actors, costumes or props involved. The shotlist helps plan and organize the visual elements and assists those involved in production.
Locations 151217005254-2
The document discusses location planning for a film shoot. The primary location is a forest in Windsor Great Park, England. This public forest is accessible but filming may encounter obstacles like mud. To ensure safety, the filmmakers will write a risk assessment to prevent dangers such as tripping or falling. Backup filming locations include a house or any other available house.
Presentation8
This document discusses location photos for filming and contains photos from one of the locations that will be used for filming. The location is described as one that will be used for filming. Photos from the location are also included.
Job roles
The document outlines recommended job roles and responsibilities for a group project to create an opening sequence. It recommends assigning roles such as Director, Cameraman/Director of Photography, Editor, Credit/Title Designer, and Sound Designer. For each role, it describes the key responsibilities and skills required. It suggests who in the group might fulfill each role. The roles are intended to divide up the work in filming, editing, designing credits and titles, and creating sound design for the opening sequence.
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This document outlines the requirements for a group assignment to pitch a 2-minute opening sequence for a film. It includes sections for listing conventions from the film subgenre that will be applied, providing a synopsis and timeline of events, describing narrative enigmas, settings, characters and actors, props and costumes, shot types, sounds, and receiving feedback to improve the idea. The group is to present the pitch from the projector, assigning jobs and ensuring everyone contributes to the presentation. Extra tasks like a mood board could also be included.
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This document provides information on the casting choices for a student film about filming teenagers. It lists four actors - Tom Macklin, Zain Zafar, Sachin Sharma, and Jack Melton - and provides details on their experience, availability, and reasons for being chosen for their roles.
Blog feedback
This document provides feedback on student blogs. It notes that on average, blogs were rated 5/10, with a highest rating of 7 and lowest of 1. Some common issues included blogs not being up to date, missing assignment names and stages, and presentations containing bulky paragraphs instead of visual elements like charts and graphs. It recommends students check out last year's exemplar blogs, focus on considering the target audience, and use a wider range of technologies and software beyond basic PowerPoint. To earn full marks, all assigned work must be completed and deadlines met. An exemplary blog is provided as a model, with questions asking what is good about it overall and its three strongest points.
Mindmap of ideas
The document discusses exploring ideas for a horror story or film. It prompts the reader to name a horror subgenre and list conventions of that subgenre to consider including, such as suspense, gore, or supernatural elements. It also asks the reader to name inspirational horror films or shows and ways they could draw inspiration from them, like credits, plot devices, characters, or camera techniques, while avoiding direct copying. The goal is to help generate new ideas by drawing on conventions and aspects of other works in the genre.
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The document provides instructions for making fake blood and compares different recipes using ingredients like washing up liquid, food coloring, cocoa powder, water, golden syrup, ketchup, and icing sugar. It notes that a recipe using green washing up liquid, red food coloring and coco powder produces quite a thin consistency but an accurate color, while other recipes can produce a good thickness and edible consistency with an edible product that has good color. A recipe using non-edible ingredients like washing up liquid goes foamy or bubbly and separates, smelling bad with a bad texture and viscosity. Proper mixing is important to avoid lumps.
The team
The document outlines the strengths and weaknesses of four members of Media Group 1: Marcus, Zak, Adam, and Harry. Marcus has good acting skills but struggles with editing and being serious. Zak understands the subject well and has acting skills but needs work on editing and finds it hard to be serious. Adam edits well and has good ideas but struggles with camerawork and being serious. Harry's editing and camerawork are good but his acting is weak and he finds it hard to be serious. Their shared goals are to achieve high grades and create a good quality video for their media project.
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Josh hears a noise and finds books have fallen downstairs in the kitchen. As he investigates further, strange events occur like the radio turning on by itself and footsteps appearing. When Josh checks his laptop, he finds it open to a search on how to talk to ghosts. Alarmed by the unexplained noises and signs, Josh rushes to the front door after hearing a sound but finds no one there even though the door opens again on its own.
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The document provides a template and example for film opening titles and credits, using the film Juno as an example. It lists the style, length, font, colors, animation, and placement of the opening titles. It then provides a table with 25 lines to list the title, credits, timing, and details for each title card or credit. The example from Juno shows the main character walking through her neighborhood, passing various locations, until ending up in a drug store. The template is meant to guide documenting the specific design and sequencing of titles and credits for a film.
Untitled 2
Eclipse Productions is a film production company based in Los Angeles. Founded in 2005, Eclipse Productions specializes in independent films and documentaries. Their most recent project is a documentary about the music scene in Austin, Texas in the 1980s that is scheduled for release later this year.
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The document outlines 6 common mistakes made by golf instructors:
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2. Not focusing enough on short game skills like chipping and putting which have a big impact on scoring.
3. Failing to properly evaluate students initially to understand their skill levels and limitations.
4. Using complex terminology that students do not understand instead of simple language.
5. Only providing single isolated lessons instead of structured practice programs.
6. Overanalyzing student swings with video which can be demoralizing - video should pick out priorities not every detail.
As coursework powerpoint
This document outlines 8 steps for making a film opening: 1) Take stock of the task, assessment, timeframe, and equipment. 2) Set up a blog to document the process. 3) Investigate film openings and student work. 4) Brainstorm ideas and get feedback. 5) Plan shots, locations, storyboards. 6) Shoot the opening. 7) Edit and get feedback on rough cuts. 8) Finalize the edit and submit the opening along with evidence on the blog. The blog should creatively showcase research, planning, production, and editing using a variety of media.
Rapid, iterative prototyping best practices
The document discusses best practices for rapid, iterative prototyping including setting aside 1/3 of development time for prototyping, assembling a small team with the right tools to quickly test ideas, and getting frequent user feedback to iterate designs and add or cut features until reaching a vertical slice prototype that can be stopped and transitioned into full production. Common pitfalls to avoid are scope creep, endless iteration without progress, and failing to manage expectations that some prototypes may be discarded.
Lesson 9 thriller production evaluation
The document provides instructions for students to complete an individual evaluation of their thriller media product by answering seven questions in a video blog post. It states that assessment will be on an individual basis and completed through student blogs. Students are directed to review the mark scheme and an example evaluation, and are then to begin working on their own evaluations.
9 tips for presenting at an academic conference
9 tips for presenting at an academic conferenceEditage Insights (Resources for authors and journals)
Presenting at an academic conference is an essential and inevitable part of a researcher's life. In order to make a successful and effective conference presentation, knowing your research paper in its entirety is not enough. You must also be well-prepared in terms of of public speaking factors such as observing time limits, making eye contact, engaging the audience, etc. This Slideshare will equip you with 9 tips to help you effectively communicate your research at your next academic conference. Thriller film opening scene
The document provides guidance for creating the opening scene of a thriller film. It discusses key elements of thriller films, including creating suspense through camera angles, music, and lighting. It then outlines a 9-step process for developing the opening scene, including researching other films, brainstorming ideas, storyboarding, filming, and editing. Main task ideas suggested creating suspense through the use of locations like trains or canals, costumes like hoodies, and audio elements like background music.
Lectures 5 and 6 - Employability, Creativity, and Personal Development - 16 ...
This lecture starts with providing tips on how to prepare a creative CV and a vision board.
The Hackathon section focuses on the upcoming AI revolution. Why do we need to learn to work with machines, algorithms, and robots?
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1) We celebrate weirdness and what makes us weird.
2) We celebrate failures and learn from our failures.
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Poster Workshop
Hackathon: The Artificial Intelligence Revolution
Celebrating/Embracing ‘Weird’ Workshop
Celebrating/Embracing ‘Failures’ Workshop
Personal Branding
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5 classic mistakes
The document outlines 5 classic mistakes people make in presentations: 1) Not starting with an important question to grab attention, 2) Not concluding with clear next steps, 3) Including unnecessary information that dilutes the message, 4) Overloading slides with too much text and graphics, and 5) Failing to design visually appealing slides.
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This document contains information about an upcoming presentation by four members: Rina Noviani, Rini Noviana, Fitri Riyani, and Citra Maharani. It discusses what a presentation is, its purposes, types of presentations including impromptu, manuscript, memorization and extemporaneous styles. It also covers types of media that can be used, important qualities of presenters including the ability to connect with others, and tips for making presentations more effective such as having a clear purpose, minimizing slides, practicing delivery, and staying on time.
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The document outlines 10 rules for effective presentation skills:
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2. Maintain eye contact with the audience to build trust and focus on them, not slides or other materials.
3. Avoid nervous gestures like fidgeting or swaying as they reflect poorly on the speaker's confidence and credibility. Practice presentations to identify and eliminate distracting mannerisms.
2. fmp proposal
Harry will make a trailer for a new TV comedy show. He has learned skills like using Premiere Pro and filming with a camera from past projects. For this project, he will research comedy TV shows like The Big Bang Theory and Allo Allo to understand their style. He will film a short scene for the trailer involving a comedy act going wrong. Harry will evaluate his work by analyzing its strengths and weaknesses with feedback from others. This process will help him improve his filmmaking skills for future studies and career.
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This document provides guidance on technical aspects of documentary filmmaking for classroom use. It discusses choosing video over essays, structuring videos, types of shots like close-ups and establishing shots, how to properly conduct interviews and shoot footage, legal liabilities, and thinking of the film as a story rather than just a documentary. Students are encouraged to include themselves, make it personal yet funny, film dissenting views, and remind viewers of the issue's media portrayal.
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Lecture 7 and 8 Employability Creativity and Personal Development 23 october...
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Most texts presented in media position audiences to support a particular viewpoint through simple conflicts that drive the narrative. Modern audiences have difficulty distinguishing reality from simulated versions due to immersion in media. While genres repeat ideas and themes, they also evolve over time. All narratives follow a basic structure of equilibrium, disruption of equilibrium, and restored equilibrium. Media texts use signs and codes to direct audience understanding and interpretation. Producers encode messages while audiences decode them as dominant, negotiated, or oppositional interpretations. Advances allow audiences to no longer be passive but influential in creating meaning.
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Comments for draft 1 videos
- 1. Comments for draft 1 L/O: to think about top tips to improve your coursework
- 3. Top tips 1. Start with a good villain and question the thought ‘what is scary’ 1. Don’t show them too much 2. Get inspiration from other horror films 3. Avoid clichés 4. Suggested violence and what you don’t see is often most scary! 5. Look up horror and lighting techniques – get creative! 6. Atmospheric or cinematic shots hold value and establish mood/setting 7. Build suspense and tension – key before a ‘jump scare’ 8. Dramatic irony – something the audience can see but the victim can’t? 9. Less panning/zooming and more match on action 10. Don’t overuse jump cuts 11. Sound effects/foleys (such as villain turning neck and bones cracking with jump cutting) 12. Review everything before filming, be ready
- 4. Draft 2 and blogs • It is your choice to upload draft 2 planning and draft 2 video. Remember how valuable the learning process is, of course. • You will do planning for final draft = you CANNOT have one idea on blog which is completely different as a final product – you need to show your journey and explain decisions and revisions.
- 5. A few groups…. • Need to present new ideas = today or latest tomorrow • If you are changing your idea and draft 1 planning is crap, re-do your planning work. Otherwise, you could get lower blog mark.
- 6. Appointments for feedback next week Group Time 1 (Marcus) Thur break 2 (Adam W) Thur 3:30-4 3 (Dean) Thur 3-330 (or wed eve) 4 (Jack M) Thur break 5 (Cameron) Fri break (or Tues/wed?) 6 (Josh G) Fri lunch 7 (Conner) Fri 3-3:30 (or Wed eve) 8 (Mykola) Fri 3:30-4