Production log
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Kyle Fielding created a production log to document his work on an animation project. He began by making a target schedule to plan his work. He then researched animation software and watched tutorials to learn how to use Lightwave Modeller and Layout. After generating some initial ideas, he settled on creating an animation of planets. He storyboarded the animation and created production logs to document his progress. Finally, he evaluated the project to discuss what went well and could be improved.
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ADVANCED PRODUCTION LOGGING, CASED HOLE & PRODUCTION LOG EVALUATION
The following agenda is based on three morning and three afternoon sessions daily, each session approximately one to 1-1/4 hours in length. These sessions are labelled M1, M2, M3, and A1, A2, and A3 respectively. Note that class problems (PROBLEMS), movies (MOVIES), and guest lecturers (GUEST) have been highlighted. Numerous log examples for class discussion are also presented throughout the course.
Well logging
Well logging involves lowering instruments into boreholes to record measurements of the surrounding geological formations. There are two main types: geological logs based on visual inspection of cuttings or cores brought to the surface, and geophysical logs using downhole instruments to measure physical properties like resistivity, acoustic properties, and radioactivity. Well logging is used for oil and gas exploration and production as well as other purposes like groundwater and environmental studies. It provides important information about parameters like porosity, permeability, and fluid content of the formations.
Question 4
The document summarizes how various media technologies were used at different stages of a documentary project. In the planning stage, pen and paper were used for storyboards and mind maps, which were then uploaded to a blog. During research, the internet (Google) was used to find information on phobias from various websites. Word was used for writing and Excel to create graphs from survey results. A camera, tripods, microphones and headphones were used for filming interviews. Mobile phones, emails and a stills camera were also used. Adobe Premiere was the primary software for editing, adding titles and sound. Photoshop was used to manipulate photos for a print ad. PowerPoint was uploaded to a blog using Sl
Question 4 presssss
The document summarizes how the author used various media technologies at different stages of creating a documentary project. At the planning stage, they used pen and paper to create storyboards, mind maps, and written materials. They uploaded these to their blog by scanning and editing images. For research, they used Google to find informational websites on phobias. Word was used for writing and Excel to create graphs from survey results. Adobe Premiere was the primary editing software, and footage was captured from tapes. Photoshop was used to design a print ad by transforming a photo. PowerPoint and SlideShare were also referenced but not described.
Evaluation question Six
The student learned to use many new technologies throughout the process of creating a film opening, including Wikipedia for research, Blogger to document progress, YouTube to find inspiration and source materials, Microsoft Word for planning, royalty free websites to find music, digital cameras to collect evidence, a camcorder for filming, SD cards to store footage, Photoshop for images and the logo, and iMovie for editing. Some technologies like Blogger, camcorders, and iMovie required learning new skills. Overall, the technologies were crucial for completing the project to a high quality professional standard.
Evaluation Question Six: What have you learnt about technologies from the pro...
The student learned to use various technologies throughout the process of creating a film opening. They used Wikipedia for research, Blogger to document their progress, YouTube to find inspiration and source footage, Microsoft Word for planning documents, royalty free websites to find music, a digital camera to take photos as evidence, a camcorder to film, an SD card to store footage, Photoshop to create mockups and a logo, and iMovie to edit the final product together. While familiar with some technologies, the student became more proficient in technologies they were previously unfamiliar with, such as Blogger, royalty free websites, and iMovie, and learned the importance of technology in creating high quality media.
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ADVANCED PRODUCTION LOGGING, CASED HOLE & PRODUCTION LOG EVALUATION
The following agenda is based on three morning and three afternoon sessions daily, each session approximately one to 1-1/4 hours in length. These sessions are labelled M1, M2, M3, and A1, A2, and A3 respectively. Note that class problems (PROBLEMS), movies (MOVIES), and guest lecturers (GUEST) have been highlighted. Numerous log examples for class discussion are also presented throughout the course.
Well logging
Well logging involves lowering instruments into boreholes to record measurements of the surrounding geological formations. There are two main types: geological logs based on visual inspection of cuttings or cores brought to the surface, and geophysical logs using downhole instruments to measure physical properties like resistivity, acoustic properties, and radioactivity. Well logging is used for oil and gas exploration and production as well as other purposes like groundwater and environmental studies. It provides important information about parameters like porosity, permeability, and fluid content of the formations.
Question 4
The document summarizes how various media technologies were used at different stages of a documentary project. In the planning stage, pen and paper were used for storyboards and mind maps, which were then uploaded to a blog. During research, the internet (Google) was used to find information on phobias from various websites. Word was used for writing and Excel to create graphs from survey results. A camera, tripods, microphones and headphones were used for filming interviews. Mobile phones, emails and a stills camera were also used. Adobe Premiere was the primary software for editing, adding titles and sound. Photoshop was used to manipulate photos for a print ad. PowerPoint was uploaded to a blog using Sl
Question 4 presssss
The document summarizes how the author used various media technologies at different stages of creating a documentary project. At the planning stage, they used pen and paper to create storyboards, mind maps, and written materials. They uploaded these to their blog by scanning and editing images. For research, they used Google to find informational websites on phobias. Word was used for writing and Excel to create graphs from survey results. Adobe Premiere was the primary editing software, and footage was captured from tapes. Photoshop was used to design a print ad by transforming a photo. PowerPoint and SlideShare were also referenced but not described.
Evaluation question Six
The student learned to use many new technologies throughout the process of creating a film opening, including Wikipedia for research, Blogger to document progress, YouTube to find inspiration and source materials, Microsoft Word for planning, royalty free websites to find music, digital cameras to collect evidence, a camcorder for filming, SD cards to store footage, Photoshop for images and the logo, and iMovie for editing. Some technologies like Blogger, camcorders, and iMovie required learning new skills. Overall, the technologies were crucial for completing the project to a high quality professional standard.
Evaluation Question Six: What have you learnt about technologies from the pro...
The student learned to use various technologies throughout the process of creating a film opening. They used Wikipedia for research, Blogger to document their progress, YouTube to find inspiration and source footage, Microsoft Word for planning documents, royalty free websites to find music, a digital camera to take photos as evidence, a camcorder to film, an SD card to store footage, Photoshop to create mockups and a logo, and iMovie to edit the final product together. While familiar with some technologies, the student became more proficient in technologies they were previously unfamiliar with, such as Blogger, royalty free websites, and iMovie, and learned the importance of technology in creating high quality media.
Question 6
The document discusses what the author has learned about technologies from constructing a film product. They used the internet to research target audiences and conducted surveys online using Survey Monkey. They created questionnaires using Emaze and embedded the codes on their blog. Footage was recorded using a Panasonic camera and edited in iMovie, including trimming clips and reordering shots. WordPress was used to create formal blogs to post planning, research, and the final production. Videos were uploaded to YouTube and embedded on blogs to exhibit the finished opening sequence.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
q4 evaluation
The student used various media technologies throughout the construction, research, planning and evaluation of their music video project. They used the internet extensively for research on YouTube, Wikipedia and their school's website. They also used Google Images, Blogger, and their smartphone to upload research. Video editing software like iMovie, Final Cut Express, and Photoshop were used to construct and edit the video.
Evaluation
The student created an advertisement video for a plant shop on a tight deadline. They researched other similar ads for inspiration and planned the script and filming. Despite initial struggles with communication and planning, the group worked well together to quickly film close-ups of plants with consistent continuity. In the edit, the student used basic transitions and incorporated text/logos to maintain a good balance without overusing effects. Overall, the rushed project was successfully completed with a short, professional ad meeting the brief, though planning was identified as an area for improvement in the future.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Evaluation question 4
The document discusses the research, planning, production, and editing process for creating a documentary and related promotional materials. Extensive research was conducted online and by analyzing other documentaries. Storyboards and scripts were created, and goals and tasks were planned and tracked. Footage was filmed using cameras and microphones, then edited using Premiere Pro, adjusting audio levels, clip order, and transitions. A radio trailer was made using Garage Band. A magazine spread was designed in InDesign, adding screenshots and formatting text. Various software programs effectively supported the entire process.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Presentation1
A storyboard is a graphic representation of a video presented as a series of illustrations or pictures in squares that represent each shot of the video along with notes on what is happening and being said. Storyboards allow filmmakers to plan their video shot-by-shot to understand what types of shots and angles to use and ensure the actors' positions and sequencing make sense before filming. They create a framework to help achieve the desired end result and have something to refer to in the filmmaking process.
Evualation 4
1) The group researched hip-hop music videos thoroughly using Google, YouTube, and analyzing Travis Scott videos to understand conventions of the genre and ideas for their own video.
2) They created mind maps and took notes on paper to document their research and ideas. Software like Blogger, Slideshare, and Piktochart were used to organize information and create presentations.
3) Editing software like iMovie and Final Cut Pro were used to edit the video together with creative effects like altered pacing, colors, and lighting to depict a trip on LSD.
Evaluation question 4
The student used several new technologies in constructing, researching, planning, and evaluating their music video project.
For construction, they used a DSLR camera, Final Cut Pro for editing, and Photoshop and InDesign for designing packaging. In research, they utilized Google, YouTube, SoundCloud, and artist websites. Planning involved creating a mood board and animatic using online images.
Evaluation saw the student posting to their blog while embedding videos, slideshows, and presentations created in PowerPoint, Prezi, Photo Booth, and Final Cut Pro to showcase different aspects of their work.
Evaluation of G324 A2 Advanced Portfolio: Question 4
How did you use new media technologies in the construction, research, planning and evaluation stages?
Evaluation question 4 - rory gallagher
The document discusses the use of new technologies in the construction, research, planning and evaluation stages of a media project.
During construction, the group used a Canon camera to film footage and take stills for their blog, magazine advert, and digipak. They edited footage using iMovie on Macs. Photoshop and Fireworks were used to edit images for the digipak and magazine advert.
Research involved using Google to research band pages and target audiences. PowerPoint and Prezi were used to present work. Flip cameras and webcams filmed audience feedback, which was imported into iMovie.
Planning included making a mood board, PowerPoint, animatic using iMovie, and story
Evaluation question 4
The document discusses the use of new technologies in the construction, research, planning, and evaluation stages of a media project.
During construction, the group learned to use a new camera and editing software. They also used Photoshop and other programs to design packaging and advertisements.
Research involved using Google to research bands and develop an understanding of appropriate styles. Various platforms like PowerPoint and Prezi were used for presentations.
Planning included creating mood boards, storyboards, and animatics using software like iMovie. Research also informed the designs of packaging and advertisements.
Presentations of evaluations used a variety of formats like annotated video stills and PowerPoint presentations uploaded to blogs.
Question 4. How did you use new media technologies in the construction and re...
During the research, planning, construction, and evaluation stages of creating a music video, the document discusses using various technologies. Technologies used during research included YouTube to view existing music videos and websites like Slideshare and Wikipedia to research music video theories. Blogger was used to share information and work. During planning, a video camera, scanner, and iMovie were used to test techniques, share work, and get audience feedback. Corel Draw, Corel PhotoPaint, and a still camera were used to create album covers and posters. During construction, a video camera, iMovie, and video conversion websites were used to film, edit, and acquire music. iMovie features like clip adjustments and trimming were used to edit footage
Final presentation
The document describes the various media technologies used at different stages of creating a documentary project. It discusses using pen and paper for planning, blogs for uploading plans, the internet for research, Microsoft Word and Excel for writing and creating graphs, cameras and tripods for filming, mobile phones for communication, Adobe Premiere for editing video clips and adding titles/graphics, Adobe Photoshop for image editing, Microsoft PowerPoint for creating slides, and SlideShare for uploading the PowerPoint presentation online.
Question 4 evaluation
The document describes the various media technologies used at different stages of creating a documentary project. It discusses using pen and paper for initial planning, uploading plans to a blog, researching online using search engines and websites, contacting professionals via email and phone, editing video footage using Adobe Premiere, adding graphics and sound, manipulating photos in Adobe Photoshop, creating presentations in PowerPoint, and uploading the presentation to Slideshare to embed in a blog.
Preliminary Task Evalution
The student planned their media studies production over two weeks by developing ideas as a group and incorporating techniques like shot reverse shot. They chose a controversial theme because it was realistic and easy to film without props. While filming, they made minor adjustments to shots but stayed true to the overall proposal. Camera techniques like the 180 degree rule and steady movement were used. Mise-en-scene elements included the outdoor setting, earrings as props, and facial expressions. Both diegetic sounds from characters and non-diegetic traffic and music were included.
Question 4
The document discusses the various media technologies used at different stages of a media production project on the band Arcade Fire. Technologies like Google Chrome, YouTube, and Wikipedia were used for research. Footage was taken with a Canon camera and edited in Final Cut Pro. Photoshop was used to design a logo, digital packaging, and advertisement. Cubase was used to edit the song. Technologies like Word, PowerPoint, and SlideShare were used to answer evaluation questions, which were then uploaded to a blog created with Blogger. A Wix site was used to professionally present the completed evaluation.
Evaluating skills developed
1) The document discusses skills developed during a music video project, including techniques, equipment use, and issues encountered like time management, planning, costumes, and practicing.
2) Techniques learned were those commonly used in music videos like split screens, varied framing and angles, lip syncing. Attention-grabbing elements like costumes, props, and technology were also important.
3) Issues encountered were time management, costumes/props, and planning. Better planning of tasks, costumes, props and shots would have resulted in a more polished final product.
Production diary
The document provides a monthly summary of Daniella Johnston's progress on her A2 Media Studies coursework to produce a music video over the course of 8 months. In the most recent month summarized, Daniella and her group finished piecing together the shots for their music video in Adobe Premiere. They plan to make some final edits to shots and syncing over the upcoming week before their video is complete. Daniella conducted a focus group over the holidays to gather feedback on their draft video.
Brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of the project from initial research and planning to the final product.
3. Gather feedback on their finished product and evaluate their success in meeting the brief, managing the production, and developing their technical and professional skills.
The project aims to demonstrate the student's ability to independently manage an entire media production from concept to completion
Mood board
This mood board includes potential sources of inspiration for a game including websites with flash games for PC, two bouncing ball games on Kongregate, a solar-themed game and its sequel also on Kongregate, a forum post with game development tips, and an article previewing a puzzle-platform game bringing console quality to iPhone. The mood board collects various references that could inspire ideas for a new game.
More Related Content
Similar to Production log
Question 6
The document discusses what the author has learned about technologies from constructing a film product. They used the internet to research target audiences and conducted surveys online using Survey Monkey. They created questionnaires using Emaze and embedded the codes on their blog. Footage was recorded using a Panasonic camera and edited in iMovie, including trimming clips and reordering shots. WordPress was used to create formal blogs to post planning, research, and the final production. Videos were uploaded to YouTube and embedded on blogs to exhibit the finished opening sequence.
Evaluation greg
Planning helped in the production stage of the film trailer by creating a production proposal outlining the film's genre and goals, a mind map of key ideas and themes, and a step outline listing achievable ideas and shots. This planning allowed the team to effectively translate ideas to camera and know exactly what to film. Both students contributed equally to planning, production such as camerawork and acting roles suited to their skills, and post-production including editing and sound effects. Technical elements like composition, shot types, sound, editing, and mise-en-scene were effectively used but could be improved with more time and practice, especially with the editing software. Skills in editing and knowledge of the editing software need improvement before beginning their
q4 evaluation
The student used various media technologies throughout the construction, research, planning and evaluation of their music video project. They used the internet extensively for research on YouTube, Wikipedia and their school's website. They also used Google Images, Blogger, and their smartphone to upload research. Video editing software like iMovie, Final Cut Express, and Photoshop were used to construct and edit the video.
Evaluation
The student created an advertisement video for a plant shop on a tight deadline. They researched other similar ads for inspiration and planned the script and filming. Despite initial struggles with communication and planning, the group worked well together to quickly film close-ups of plants with consistent continuity. In the edit, the student used basic transitions and incorporated text/logos to maintain a good balance without overusing effects. Overall, the rushed project was successfully completed with a short, professional ad meeting the brief, though planning was identified as an area for improvement in the future.
Evaluation for preliminary task
The group planned their preliminary task using mind maps and storyboards but had to change locations last minute when their original choice became unavailable. They filmed using iPads, which worked well though they had to remember to shoot in landscape. Editing in iMovie was straightforward. The completed video meets the criteria of including dialogue between two people and different shots. Overall, the process taught the importance of thorough location planning and how to produce a video with varied shots and camera movements.
Evaluation question 4
The document discusses the research, planning, production, and editing process for creating a documentary and related promotional materials. Extensive research was conducted online and by analyzing other documentaries. Storyboards and scripts were created, and goals and tasks were planned and tracked. Footage was filmed using cameras and microphones, then edited using Premiere Pro, adjusting audio levels, clip order, and transitions. A radio trailer was made using Garage Band. A magazine spread was designed in InDesign, adding screenshots and formatting text. Various software programs effectively supported the entire process.
Evaluation zoe
Planning was helpful for the production stage by creating a production proposal, mind map, and shot list. The planning documents outlined the film's genre, ideas, and achievable scenes to film. During production, tasks were split equally between planning, filming, and editing. The individual brought different skills, with one more comfortable acting and the other knowledgeable about composition. Technical elements like camera shots, sound, editing, mise en scene, and location were effectively used but could be improved with more time. Key skills to improve for A2 productions include developing editing skills and knowledge of the Adobe Premier Elements software.
Presentation1
A storyboard is a graphic representation of a video presented as a series of illustrations or pictures in squares that represent each shot of the video along with notes on what is happening and being said. Storyboards allow filmmakers to plan their video shot-by-shot to understand what types of shots and angles to use and ensure the actors' positions and sequencing make sense before filming. They create a framework to help achieve the desired end result and have something to refer to in the filmmaking process.
Evualation 4
1) The group researched hip-hop music videos thoroughly using Google, YouTube, and analyzing Travis Scott videos to understand conventions of the genre and ideas for their own video.
2) They created mind maps and took notes on paper to document their research and ideas. Software like Blogger, Slideshare, and Piktochart were used to organize information and create presentations.
3) Editing software like iMovie and Final Cut Pro were used to edit the video together with creative effects like altered pacing, colors, and lighting to depict a trip on LSD.
Evaluation question 4
The student used several new technologies in constructing, researching, planning, and evaluating their music video project.
For construction, they used a DSLR camera, Final Cut Pro for editing, and Photoshop and InDesign for designing packaging. In research, they utilized Google, YouTube, SoundCloud, and artist websites. Planning involved creating a mood board and animatic using online images.
Evaluation saw the student posting to their blog while embedding videos, slideshows, and presentations created in PowerPoint, Prezi, Photo Booth, and Final Cut Pro to showcase different aspects of their work.
Evaluation of G324 A2 Advanced Portfolio: Question 4
How did you use new media technologies in the construction, research, planning and evaluation stages?
Evaluation question 4 - rory gallagher
The document discusses the use of new technologies in the construction, research, planning and evaluation stages of a media project.
During construction, the group used a Canon camera to film footage and take stills for their blog, magazine advert, and digipak. They edited footage using iMovie on Macs. Photoshop and Fireworks were used to edit images for the digipak and magazine advert.
Research involved using Google to research band pages and target audiences. PowerPoint and Prezi were used to present work. Flip cameras and webcams filmed audience feedback, which was imported into iMovie.
Planning included making a mood board, PowerPoint, animatic using iMovie, and story
Evaluation question 4
The document discusses the use of new technologies in the construction, research, planning, and evaluation stages of a media project.
During construction, the group learned to use a new camera and editing software. They also used Photoshop and other programs to design packaging and advertisements.
Research involved using Google to research bands and develop an understanding of appropriate styles. Various platforms like PowerPoint and Prezi were used for presentations.
Planning included creating mood boards, storyboards, and animatics using software like iMovie. Research also informed the designs of packaging and advertisements.
Presentations of evaluations used a variety of formats like annotated video stills and PowerPoint presentations uploaded to blogs.
Question 4. How did you use new media technologies in the construction and re...
During the research, planning, construction, and evaluation stages of creating a music video, the document discusses using various technologies. Technologies used during research included YouTube to view existing music videos and websites like Slideshare and Wikipedia to research music video theories. Blogger was used to share information and work. During planning, a video camera, scanner, and iMovie were used to test techniques, share work, and get audience feedback. Corel Draw, Corel PhotoPaint, and a still camera were used to create album covers and posters. During construction, a video camera, iMovie, and video conversion websites were used to film, edit, and acquire music. iMovie features like clip adjustments and trimming were used to edit footage
Final presentation
The document describes the various media technologies used at different stages of creating a documentary project. It discusses using pen and paper for planning, blogs for uploading plans, the internet for research, Microsoft Word and Excel for writing and creating graphs, cameras and tripods for filming, mobile phones for communication, Adobe Premiere for editing video clips and adding titles/graphics, Adobe Photoshop for image editing, Microsoft PowerPoint for creating slides, and SlideShare for uploading the PowerPoint presentation online.
Question 4 evaluation
The document describes the various media technologies used at different stages of creating a documentary project. It discusses using pen and paper for initial planning, uploading plans to a blog, researching online using search engines and websites, contacting professionals via email and phone, editing video footage using Adobe Premiere, adding graphics and sound, manipulating photos in Adobe Photoshop, creating presentations in PowerPoint, and uploading the presentation to Slideshare to embed in a blog.
Preliminary Task Evalution
The student planned their media studies production over two weeks by developing ideas as a group and incorporating techniques like shot reverse shot. They chose a controversial theme because it was realistic and easy to film without props. While filming, they made minor adjustments to shots but stayed true to the overall proposal. Camera techniques like the 180 degree rule and steady movement were used. Mise-en-scene elements included the outdoor setting, earrings as props, and facial expressions. Both diegetic sounds from characters and non-diegetic traffic and music were included.
Question 4
The document discusses the various media technologies used at different stages of a media production project on the band Arcade Fire. Technologies like Google Chrome, YouTube, and Wikipedia were used for research. Footage was taken with a Canon camera and edited in Final Cut Pro. Photoshop was used to design a logo, digital packaging, and advertisement. Cubase was used to edit the song. Technologies like Word, PowerPoint, and SlideShare were used to answer evaluation questions, which were then uploaded to a blog created with Blogger. A Wix site was used to professionally present the completed evaluation.
Evaluating skills developed
1) The document discusses skills developed during a music video project, including techniques, equipment use, and issues encountered like time management, planning, costumes, and practicing.
2) Techniques learned were those commonly used in music videos like split screens, varied framing and angles, lip syncing. Attention-grabbing elements like costumes, props, and technology were also important.
3) Issues encountered were time management, costumes/props, and planning. Better planning of tasks, costumes, props and shots would have resulted in a more polished final product.
Production diary
The document provides a monthly summary of Daniella Johnston's progress on her A2 Media Studies coursework to produce a music video over the course of 8 months. In the most recent month summarized, Daniella and her group finished piecing together the shots for their music video in Adobe Premiere. They plan to make some final edits to shots and syncing over the upcoming week before their video is complete. Daniella conducted a focus group over the holidays to gather feedback on their draft video.
Similar to Production log (20)
Evaluation of G324 A2 Advanced Portfolio: Question 4
Evaluation of G324 A2 Advanced Portfolio: Question 4
Question 4. How did you use new media technologies in the construction and re...
Question 4. How did you use new media technologies in the construction and re...
More from Kyle Fielding
Brief
This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1. Devise, develop, and research an original idea for a media product. They must plan the production process, manage pre-production, production, and post-production, and create a finished media product.
2. Work independently to plan and complete all stages of the project from initial research and planning to the final product.
3. Gather feedback on their finished product and evaluate their success in meeting the brief, managing the production, and developing their technical and professional skills.
The project aims to demonstrate the student's ability to independently manage an entire media production from concept to completion
Mood board
This mood board includes potential sources of inspiration for a game including websites with flash games for PC, two bouncing ball games on Kongregate, a solar-themed game and its sequel also on Kongregate, a forum post with game development tips, and an article previewing a puzzle-platform game bringing console quality to iPhone. The mood board collects various references that could inspire ideas for a new game.
Production Briefs
The document defines and provides examples of different types of creative production briefs: contractual, negotiated, formal, informal, commission, tender, cooperative, and competition. It also discusses opportunities for professional self-development in communication, time management, technical skills, and career progression when working to different briefs. Finally, it provides three annotated examples of creative briefs, specifying information about the client, required media products, timescale, target audience, legal/ethical considerations, and constraints. The brief types vary in their flexibility, negotiation process, and legal binding requirements. Working to different briefs provides chances to improve various professional skills. The examples give details about hypothetical briefs for a hair accessory company, headphones company, and supermarket.
Task 1 - Production Bbriefs
The document defines and provides examples of different types of creative production briefs: contractual, negotiated, formal, informal, commission, tender, cooperative, and competition. It also discusses opportunities for professional self-development in communication, time management, technical skills, and career progression that working with each brief type could provide. Finally, it provides an annotated example brief for a promotional theme and advertising campaign for a hair accessory company, specifying the client, required media products, target audience, and constraints but not legal/ethical issues or timescale.
L3 Unit 67 3D Animation Evaluation
Kyle Thomas Fielding created a 3D animation collision event of planets, moons, and asteroids within a solar system as a freelance games designer project. He researched ideas, created a schedule and storyboard, and modeled planets with unique textures in NewTek LightWave. Kyle encountered issues with the fracture tool in Layout that delayed progress but was eventually able to render the animation. He ensured the work met ethical standards before uploading documentation of the process and finished animation online. While faults exist from human errors and software issues, Kyle believes the production fulfills the brief and demonstrates his 3D animation skills.
4
This secondary research analysis summarizes tutorials from YoYo Games on creating different 2D game genres using Game Maker while learning coding skills. The tutorials provide factual information from a single instructor on how to code small games like a scrolling shooter and platform games. The most important information covered is the actual coding needed to develop various game mechanics. The analysis concludes the tutorials are useful for learning how to create different game genres in Game Maker.
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YoYo Games provides tutorials, projects, and game maker files to help users learn how to use their game development software. The information on their website is factual and aims to teach various aspects of game maker through tutorials created by multiple contributors. The most important information is how to get started learning game maker through the tutorials and resources available on their site.
dMind map collsion events
This mind map document lists 3 sources related to collision events: a YouTube video about collision events in general, a website announcing new features in Lightwave 11 software for 3D visualization and simulation, and another YouTube video providing a tutorial on collisions in Lightwave.
Research
3D animation uses computer graphics to make 3D models perform actions. There are three main phases: modeling, animation, and rendering. It is commonly used in video games, movies, and television. In video games, 3D animation is used for characters, environments, and objects. Models are created based on concept art and then animated. Inverse kinematics helps characters connect realistically to their surroundings. Motion capture provides highly realistic character movements, as seen in games like Heavy Rain and LA Noire. In films, CGI enhances backgrounds and adds characters, while motion capture gives animation a realistic look and feel.
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Ben HeartBeast shows how to build a simple platformer game in Unity in just 15 minutes. The video provides step-by-step instructions on creating player movement and jumping mechanics, adding platforms, including obstacles, and setting up basic level design. It presents factual information from the perspective of a single creator, Ben HeartBeast, aiming to teach viewers how to quickly construct the foundation for a platformer game.
2
The YouTube video teaches the viewer how to create a basic platformer game in Game Maker, providing instructions on setting up the player, physics, levels, and other necessary components. It represents the viewpoint and instructions of the sole creator, rm2kdev, factually explaining the coding and implementation of the various game elements. The key topic addressed is how to develop a simple but functional platformer game using Game Maker.
1
This secondary research analysis sheet summarizes a YouTube video and playlist by Shaun Spalding that teaches how to make a simple run and jump platformer game in Game Maker. It explains that the video and playlist show how to code simple sprites, objects, rooms, and scripts to create enemies the player can jump on to kill. The information provided is factual rather than opinionated, with the key question being how to simply make a basic game in Game Maker.
Layout plans
Switch Arena is introducing new maps for its online multiplayer battles. Players will now be able to fight in four different environments: a jungle, desert, snowy mountain, and city street arena. These new battlefields should provide more variety and strategic options to keep matches fresh and exciting.
Risk assessment
This document lists potential risks that may occur during a game development project and proposes solutions to address each risk. It identifies risks such as losing work, code or sprites not working as expected, objects having errors, rooms not changing as intended, sounds not working, and tasks or systems going offline. Corresponding solutions are provided such as creating backups, finding and fixing problems in code, changing image or sound types, adding new objects to change rooms, and finding alternative places to work if primary tools or locations become unavailable.
Research
3D animation uses computer graphics to make 3D models perform actions. There are three main phases: modeling, animation, and rendering. It is commonly used in video games, movies, and television. In video games, 3D animation is used for characters, environments, and objects. Models are designed based on concept art and animated using techniques like inverse kinematics and motion capture. Motion capture helps capture realistic character movements in games like Heavy Rain and LA Noire where facial expressions are important. In films, motion capture and CGI are used, with CGI enhancing backgrounds and adding computer-generated elements. Motion capture also helps make animated films feel realistic.
Research running
The document discusses different types of walking, jogging, running and sprinting postures. It provides sketches of different sprinting postures including a "roadie run" with arms out and head low to avoid enemy fire, an "assassin's sprint" with hands free and head forward in a balanced posture, and a notation to "roll" to avoid obstacles. The document appears to be analyzing running and sprinting postures for some type of scenario or game.
Story board
The document describes a sequence of camera movements and actions that would show a person running and jumping over obstacles on Earth. It then zooms out from Earth to show its rotation and movement through the solar system, panning to other planets like Venus, Mars, Jupiter, and Saturn while zooming in and out. It finally zooms to the sun before rotating to show a black hole sucking in Earth and the other planets.
Task 3 - pitch
The document outlines an idea for a retro pixel arena game where players fight other characters to earn points before they are killed, at which point they take control of the enemy character. The game would feature various weapons, power-ups, environments like underwater caves and Antarctic regions, and simple controls. Music and sound effects would be included to enhance the gameplay experience.
Concept Artists
This document profiles several concept artists and provides brief biographies and descriptions of their work. It discusses Adam Adamowicz and his work on Fallout 3 and Skyrim at Bethesda Softworks. It also mentions Robert Chew and his robotic animal series imagining anti-poaching operations, as well as Simon Stålenhag's retrofuturistic illustrations blending machines with Swedish landscapes from past decades. Dave Melvin's creature designs for video games are highlighted. Pascal Blanché's illustrations of a strange ancient yet futuristic alien planet are also summarized. The document concludes by briefly profiling additional concept artists including Sandara, Justin Sweet, and Vance Kovacs.
Ap2
Mood boards are visual representations that help convey a feeling, theme or idea. This particular mood board seems focused on rural landscapes and farm life, featuring images of sheep in green pastures. The board aims to evoke feelings of peace, simplicity and nature through its pastoral photographic selections.
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Production log
- 2. Brief We were given a brief a week before the end of term holidays, so we could read through, start and maybe do some work over them holiday.
- 3. Schedule Our first task was to create a target schedule that we would update weekly to see how close we came to the target. This would include all our work, online and physical.
- 4. Research We would then start work on what software we would use and learn how to use it, we all used Light waves modeller and Layout,. And watched a few videos on how to animate with bones and add dynamics in,.
- 5. Ideas Generation To create some ideas what I could do, made a mind map and, later I made a quick layout of a street but I ten decided to changed my idea to a larger scale. Planets to be exact.
- 6. Story Board To make sure we knew what we were doing we created storyboards. Mine was 6 frames long but the intended animation may be 600 frames long or 20 seconds.
- 7. Ethical/H&S Sign Off To make sure our content was legal and inoffensive we thoroughly searched through them and make sure all textures were loyalty free and no offensive material was included. When our animation/production was complete.
- 8. Production Log To make sure why we did what we did, we created a production log that we have been updating with every task as we complete it.
- 9. Evaluation Finally to end the project we did an evaluation as you do with most projects to tell the examiner about what we did, What went well, what we could've done in hindsight to make it better, and how easy was the project.