Evaluation
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The document summarizes feedback from a pitch presentation. The main points learned were to maintain eye contact, emphasize the product being sold, and read script excerpts aloud. Feedback praised the presentation background, photos, cue cards, head teacher inclusion, and risk assessment. Suggested improvements included providing more agency information and ensuring the sixth form music doesn't outweigh the spoken message. Before recording ads, the group needs to reevaluate the sixth form voice and choose less dramatic music.
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This book offers a step-by-step, easy to follow guide in writing a business plan for your band. It covers all the necessary questions that you need to answer in your business plan.
David Verney shows you how to write your plan in a clear and friendly way. Whether you have a band, or you are a solo artist, this plan will enable you to gain a better understanding of how your business looks currently, how your business will look in the future and it will bring you more confidence with potential investors who are looking for investment opportunities.
Short evaluation
The author reviewed feedback from advertising experts on a pitch their group presented. They felt they could have engaged with the experts more by making more eye contact and memorizing their presentation. The content was good but could have been improved by including an alternative contact method instead of just a phone number. Overall the group achieved their target audiences but could have made the PowerPoint more readable. With more planning and practice, future pitches could be more engaging and fluent.
As a whole, the project went well as individual tasks were completed and combined effectively into group tasks. The music was good but using it for both ads made it repetitive. Going forward, the group will use the experts' advice to remove phone numbers and include more promotional
Group PowerPoint
The proposed lower school radio and TV advertisements would feature a Year 7 student from Ringwood School discussing their experiences. For the TV ad, the student would talk about the school's subjects, opportunities, and student support over footage showing a bright, sunny school environment. The radio ad would also include the student using more advanced vocabulary to discuss opportunities, portraying the school's focus on preparing students. Both ads aim to provide an authentic student perspective to appeal to parents and demonstrate the school's focus on learning, development and future success.
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Building Buzz: Collaborating and Connecting with the Media
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Task 1 costumes, props and cast report
The document provides a list of props and costumes needed for an upcoming production. It includes 9 props needed across various scenes, descriptions of costumes for the main characters Noah, Riley, James, and Mr. Andrews, as well as costumes for other students, teachers, and protestors. All costumes will be supplied by the actors or the document's author to reduce production costs. The cast includes Katherine Grubb as Noah, Morgan Long as Riley, Andrew Goldman as James, and Timothy Broadhouse as Mr. Andrews.
Filming evidence
The document describes images from a film shoot. In one image, the photographer is adjusting the focus and opacity of the lens to account for indoor and outdoor lighting differences. In another image, the photographer is checking the script and shot list to ensure everyone is clear about what scenes are being filmed, and found having extra copies of materials helpful to keep the shoot running smoothly.
eDITING evidence
The document contains 4 images showing the film editing process. The first image shows basic editing of a conversation scene using shot reverse shot cutting. The second image shows adding visual effects and transitions, including pink on-screen text. The third image shows adding effective green-colored audio to scene 10. The fourth image displays exporting the video in H.264 format at 1080p resolution for YouTube.
Rushes log
This document is a rushes log created by editor Rachel Moffat for the production "Consent Matters". It contains details of 72 video and audio files including shot number, file name, duration, description and storage location. The files cover footage from 10 scenes and include notes on which shots would work well or have limitations for each scene.
Task 5 risk assessment
This risk assessment document identifies potential risks from unsuitable weather, an actor getting sick, filming near a busy road, a slippery floor in a scene, and a camera running out of battery. For each risk, it outlines the potential outcome, likelihood of the incident occurring, and risk level. All risks are deemed low with control measures in place, and activities should be monitored to ensure the control measures remain effective.
5 legal and ethical considerations
This document discusses the legal and ethical considerations for a short film project. It addresses who owns various aspects of the film, like filmed footage, title sequences, and music. It also covers getting proper consent from actors and parental permission for minors. Ethical topics covered include getting an appropriate age certificate from the BBFC, ensuring content warnings are given, and the difficulty of regulating online access for younger viewers despite targeting a 15 certificate. The document provides potential issues that may arise and suggestions for how to address them, like having backup music options or substitute actors.
Task 4 recce
This document details 4 potential filming locations for a student film project. Location #1 is a house suitable for filming a party scene. Location #2 is a school that can be used for multiple classroom scenes. Location #3 is a road that can be used to film a character parking her car near the school. Location #4 is another house that has a room that can serve as a study and bedroom for additional scenes.
Task 3 production schedule
The document lists production details for various filming and editing sessions of a film, including dates, locations, crew members, props, and equipment used. Scenes 1, 5, 9 were filmed at one house on April 27th with a few cast members. Scenes 2 and 3 were filmed at a school on May 2nd with a smaller crew. Scenes 4, 8, and 10 were filmed at the same school on May 16th. Postproduction editing took place on May 16th and 20th at one house with the director working alone on the film edits.
Task 2 storyboard
Noah drives Riley home from a party. At the party, Noah finds Riley being kissed by her ex James, who is drunk. Riley seems uncomfortable so Noah intervenes and pushes James away. Noah checks that Riley is okay and offers to drive her home. The next day at college, Noah pressures Riley to talk about what happened with James, but Riley insists nothing happened and does not want to discuss it. Noah suggests they could do something about it, and Riley admits she is scared, but does not know what they could do. Noah tells Riley to meet her later that day, implying she has an idea.
Task 1 costumes, props and cast report
This document provides a summary of props and costumes for an upcoming production. It lists 9 props needed for various scenes including car keys, beer bottles, and protest signs. It also describes the costumes for the main characters Noah, Riley, James, and Mr. Andrews. Noah will wear jeans and Doc Martins, Riley skirts and makeup, James a t-shirt and jeans, and Mr. Andrews will dress professionally in suits. Other students and teachers will follow a school dress code while protestors' costumes will be colorful and vibrant. All costumes will be supplied by the actors or production.
Analysis
This document provides a summary and analysis of a script for the Max Payne computer game. It notes that the script includes player choices as well as a set narrative. It is comprised mainly of dialogue between characters. There are also descriptions of audio cues and different outcomes based on player choices. The script begins with a murder, disrupting equilibrium. It is part of the action genre, as evidenced by characters like police and criminals. The target audience is predominantly male, ages 15-25, as the action genre and male protagonist would appeal more to men seeking escapism.
Equipment list
The document outlines the equipment, software, and assets the filmmaker has chosen to use for their short film. For equipment, they will use a Canon 700d camera, tripod, SD cards, lights, microphone, SD card reader, and a computer. They chose these items because they want steady shots, good audio/video quality, and the ability to transfer footage. For software, they will use Office, Premiere Pro, Photoshop, and Audition. They chose these for pre/post-production, editing, titles, and sound editing. For assets, they will create a studio logo in Photoshop, use sound effects, and include a musical score to set mood and atmosphere.
Consent Matters treatment
This document outlines the key details of a short film called "Consent Matters" including:
- The 10 minute film will follow Noah, an 18-year-old who starts a book after witnessing sexual harassment at a party.
- Key characters include Noah, her friend Riley who was harassed, and the head teacher trying to censor the book.
- The film will show the creation of the anonymous book and subsequent protest when the school bans it.
- The target audience is ages 15-25 to raise awareness about consent, and it may be used in sexual education.
- The filmmaker will use natural lighting and style to make the serious topic relatable.
Swot analysis
This document outlines a SWOT analysis for a film project. The strengths include a very detailed script and shooting script that will aid organization during filming. Scene 4 uses a different style that could keep audiences interested. Weaknesses involve character descriptions not being as clear without finalized actors and difficulty estimating shot times. Opportunities exist for the political film to make an impact and spark discussion about consent education. Threats include potential offense from the serious topic or defensiveness from schools about current sex education practices.
Consent matters shooting script (3)
Noah creates an anonymous book called "Consent Matters" to educate students about sexual consent after witnessing her friend Riley in a troubling situation at a party. She is called to the principal's office where he questions her about the book's content and accuses it of being inappropriate. Noah defends the book's important message and argues the school should be doing more to educate students on consent. However, the principal threatens to involve her parents if she causes more trouble.
Final draft consent matters script (1)
Noah witnesses James kissing and pushing Riley at a party without her consent. She drives Riley home to ensure her safety. Noah and Riley then create an anonymous book called "Consent Matters" to educate their college on sexual consent and help for those suffering. Their college principal tries to ban the book, seeing it as inappropriate, but Noah continues fighting for students' right to learn about consent. She leads a protest with other students outside the college to further their cause.
3rd draft consent matters script
Noah creates an anonymous book called "Consent Matters" after witnessing her friend Riley being pressured into an unwanted encounter at a party. The book shares anonymous stories from students about issues with consent to educate others. Noah distributes the book around her college but the principal wants to ban it, prioritizing parents' concerns over students' safety. Noah organizes a protest with other students to fight for their right to learn about consent.
2nd draft consent matters script
1) Noah witnesses James kissing and pushing Riley at a party while drunk. She intervenes and drives Riley home to ensure her safety.
2) Noah and Riley decide to create an anonymous book called "Consent Matters" to educate others on issues of consent and how to seek help. They gather anonymous stories and distribute the book at their college.
3) The book gains popularity but the principal wants to ban it, believing the sensitive topics are inappropriate and could worry parents. Noah argues it provides much-needed education and support for students.
4) After being warned about further distributing the book, Noah organizes a student protest outside the college to fight for their right to learn about consent.
1st draft consent matters script
This document is the script for a short film about a student named Noah who creates an anonymous book called "Consent Matters" after witnessing a situation at a party where another student Riley was uncomfortable with a boy's advances. Noah distributes the book at her school to raise awareness about sexual consent issues, but the principal bans the book and warns Noah not to cause problems. Undaunted, Noah organizes a student protest outside the school with signs advocating for the right to learn about consent.
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Evaluation
- 1. Evaluation What did you learn from the pitch? From the pitch I learned that to give a successful presentation I need to catch the panel’s attention and show them something really interesting. This means maintaining eye contact and smiling even if it’s not going as well as planned. I also learned that you need to put more emphasis on the product you’re selling; so for us we should have made sure they knew what our advert would sound like by reading it out loud rather than just putting it in the power point for them to read. What feedback were you given? What was most liked about our pitch: Good Presenting background Good use of photos Good use of cue cards instead of big sheets of paper Interesting use of head teacher Vox pops idea Good script content Good risk assessment Good sixth form music Improvements that could be made: More information needed about agency Needed to read out the scripts Music for main school needed Is Mr Walbrin right for sixth form Music for sixth form was quite dramatic What needs to change before you can go ahead and record your ads? We need to ensure that the music doesn’t sound as dramatic against the dialogue as we don’t want the music to outweigh the message we are trying to get across. We could also revaluate using Mr Walbrin as our sixth form voice to ensure it is the correct choice as the panel weren’t sure. As an alternative voice we will record with Mr Fermor as he is a confident speaker.