The document outlines the requirements for producing a 5-minute promotional video for St. Francis Xavier College. It discusses that Promo-Enterprise, a small privately-funded company, will produce the video. It details that the company will provide all necessary equipment, transportation, facilities, materials, and personnel. The four crew members - producers, directors, editors, and engineers - will be responsible for all aspects of pre-production, production, and post-production. Permission will be requested from St. Francis Xavier College to film at the school's locations and to potentially include staff or students.
The document discusses various paperwork and planning documents needed for a film or video production, including:
1) An asset log to track all production assets and ensure proper sourcing of copyrighted materials.
2) A budget to calculate overall production costs, including equipment, crew, actors, and transportation.
3) Call sheets provided to all crew and talent with location and schedule details to ensure proper coordination.
4) Contact details for all production members to facilitate communication.
The document discusses the importance of pre-production for creative media projects. It lists the key elements that should be considered during pre-production, including finance, timescale, personnel, facilities, materials, contributors, locations, and codes of practice/regulations. As an example, it provides a table outlining how one might plan the finance element of pre-production, such as identifying funding sources and undertaking research to develop a budget. The document encourages the reader to apply this framework to their own planned production by considering each pre-production element in turn.
This document outlines the tasks and assessment criteria for a project on understanding pre-production requirements for film, TV, or video production. Task 5a requires researching sources of funding for films and providing examples of how different sources have helped films succeed. Task 5b involves collaboratively researching the requirements, processes, costs, and how production managers organize what is needed for different types of productions. Task 5c is similar but requires a report on pre-production requirements and examples from industry practice. Task 5d requires researching regulatory bodies and compliance rules for general release. Task 5e addresses researching copyright issues and permissions for archive materials or music. Key terms are provided that should be used in the work.
This document discusses various aspects of pre-production for a media project. It covers financing requirements including budgets for equipment, crew, facilities, and clearances. Logistics of pre-production like timelines, shot lists, location lists, and contingency planning are explained. Considerations for pre-production include securing locations and facilities, and ensuring availability of equipment and personnel within scheduled timeframes. Adherence to regulations and codes of practice is also important in pre-production.
This document contains a student's assignments and action plan for a video production course. For Assignment 1, the student covered how films are made, job roles in the film industry, and getting a job in the industry. For Assignment 2, the student studied crime drama genres, conducted audience research, and created pre-production materials and a trailer for a crime drama. The action plan provides feedback, noting areas for improvement like adding details to job roles and case studies, including missing pre-production materials, and analyzing strengths and weaknesses in more depth for a higher grade. The student agrees to act on the advice to improve.
This document summarizes Josh Nicolaou's assignments in video production. It includes an evaluation of his work on the 12 stages of filmmaking and jobs in the film industry (Assignment 1), as well as his work on genre case studies, audience research, pre-production tasks, filming, and editing of a television crime drama trailer (Assignment 2). The assessor provides feedback on areas for improvement, such as adding more visuals and job profile details. Josh's action plan acknowledges the feedback and commits to adding requested elements to strengthen his work and earn a higher grade.
The document outlines the TV commercial (TVC) production process. It begins with developing an idea in response to an advertiser's brief, then enters the pre-production phase of planning shoot details. Next is the production shoot, followed by post-production work such as editing. Finally, the TVC undergoes censorship before distribution to media outlets. The overall process involves close collaboration between advertisers, agencies, and production houses to develop and finalize TVCs that meet objectives.
The document discusses various aspects of project management for a film production. It describes how call sheets were used to organize crew and actors by listing location, dates, and shooting details. Booking forms tracked equipment availability and costs. A production schedule and diary planned filming and editing days. Risk assessments aimed to reduce hazards. Documentation like call sheets, forms, and the diary helped manage resources, people, time, and risks to sustain progress and control crises. Future improvements could include finalizing call sheets earlier, better budgeting, and adding more details and camera angles to scripts.
The document discusses various paperwork and planning documents needed for a film or video production, including:
1) An asset log to track all production assets and ensure proper sourcing of copyrighted materials.
2) A budget to calculate overall production costs, including equipment, crew, actors, and transportation.
3) Call sheets provided to all crew and talent with location and schedule details to ensure proper coordination.
4) Contact details for all production members to facilitate communication.
The document discusses the importance of pre-production for creative media projects. It lists the key elements that should be considered during pre-production, including finance, timescale, personnel, facilities, materials, contributors, locations, and codes of practice/regulations. As an example, it provides a table outlining how one might plan the finance element of pre-production, such as identifying funding sources and undertaking research to develop a budget. The document encourages the reader to apply this framework to their own planned production by considering each pre-production element in turn.
This document outlines the tasks and assessment criteria for a project on understanding pre-production requirements for film, TV, or video production. Task 5a requires researching sources of funding for films and providing examples of how different sources have helped films succeed. Task 5b involves collaboratively researching the requirements, processes, costs, and how production managers organize what is needed for different types of productions. Task 5c is similar but requires a report on pre-production requirements and examples from industry practice. Task 5d requires researching regulatory bodies and compliance rules for general release. Task 5e addresses researching copyright issues and permissions for archive materials or music. Key terms are provided that should be used in the work.
This document discusses various aspects of pre-production for a media project. It covers financing requirements including budgets for equipment, crew, facilities, and clearances. Logistics of pre-production like timelines, shot lists, location lists, and contingency planning are explained. Considerations for pre-production include securing locations and facilities, and ensuring availability of equipment and personnel within scheduled timeframes. Adherence to regulations and codes of practice is also important in pre-production.
This document contains a student's assignments and action plan for a video production course. For Assignment 1, the student covered how films are made, job roles in the film industry, and getting a job in the industry. For Assignment 2, the student studied crime drama genres, conducted audience research, and created pre-production materials and a trailer for a crime drama. The action plan provides feedback, noting areas for improvement like adding details to job roles and case studies, including missing pre-production materials, and analyzing strengths and weaknesses in more depth for a higher grade. The student agrees to act on the advice to improve.
This document summarizes Josh Nicolaou's assignments in video production. It includes an evaluation of his work on the 12 stages of filmmaking and jobs in the film industry (Assignment 1), as well as his work on genre case studies, audience research, pre-production tasks, filming, and editing of a television crime drama trailer (Assignment 2). The assessor provides feedback on areas for improvement, such as adding more visuals and job profile details. Josh's action plan acknowledges the feedback and commits to adding requested elements to strengthen his work and earn a higher grade.
The document outlines the TV commercial (TVC) production process. It begins with developing an idea in response to an advertiser's brief, then enters the pre-production phase of planning shoot details. Next is the production shoot, followed by post-production work such as editing. Finally, the TVC undergoes censorship before distribution to media outlets. The overall process involves close collaboration between advertisers, agencies, and production houses to develop and finalize TVCs that meet objectives.
The document discusses various aspects of project management for a film production. It describes how call sheets were used to organize crew and actors by listing location, dates, and shooting details. Booking forms tracked equipment availability and costs. A production schedule and diary planned filming and editing days. Risk assessments aimed to reduce hazards. Documentation like call sheets, forms, and the diary helped manage resources, people, time, and risks to sustain progress and control crises. Future improvements could include finalizing call sheets earlier, better budgeting, and adding more details and camera angles to scripts.
This document outlines an assignment to write a report explaining pre-production, planning, and research techniques for video production. It provides details on what should be included in the report such as explaining locations, equipment, crew, contributors, funding, materials, legal issues, time planning, creative planning, the purpose of research, different types of research, research methods, and techniques. Examples must be used to explain each area. The deadline for submitting the written PDF or DOC report is February 12th by uploading it to the appropriate assignment on Moodle. The assignment criteria covers various pass, merit, and distinction level learning outcomes for Units 1 and 3.
The document outlines various production paperwork needed for a film project including: an asset log to track equipment, a budget template, daily call sheets for crew, contact details for those involved, a footage log for editing, location permission forms, release agreements, a requirements list, storyboards, a risk assessment, a Gantt chart production schedule, and an edit decision list to help the editor find the best footage.
1) The TVC process involves 4 main steps: brief, ideas/storyboard, production, and media.
2) In the brief step, the client provides information to the advertising agency about marketing goals, target audience, and consumer insights.
3) The agency then develops creative ideas and storyboards which are presented to the client for feedback and approval.
4) Once approved, production of the commercial occurs followed by media placement and censorship/publishing for airing.
The document outlines the TVC production process in 4 main steps:
1) Creative ideas development which includes developing the advertising brief, storyboards, and finalizing the storyboard.
2) Production including briefing production houses, approving quotations, pre-production meetings, shooting, offline/online testing, and final tape delivery.
3) Registering the commercial which may require licenses.
4) Going on-air by developing media, concept, and spot plans then airing the commercial.
This document outlines the three main stages of a creative media project: pre-production, production, and post-production. It then discusses several important considerations for each stage. Pre-production involves planning, budgeting, scheduling, and securing resources. Production is the active filming/recording stage. Post-production consists of editing, adding audio/graphics, and finalizing the project. The document emphasizes thorough planning, documentation, and contingency planning to account for potential issues and keep projects on schedule and budget.
The document provides a summary of assignments completed by Ben Coombs for a unit on video production. For Assignment 1 on the film industry, Ben met most grading criteria and completed tasks on the stages of filmmaking, job roles, and getting a job in the industry. For Assignment 2 on television crime dramas, Ben's work on genre case studies and audience research met grading criteria, but his notes on crime conventions and pre-production materials were brief or missing. The action plan provides feedback on improving the quality of Ben's work, such as adding more detail to job roles and qualifications, expanding notes on crime conventions, and including missing pre-production materials and analysis in the evaluation.
The document discusses the production process for different types of advertising media.
The production department is responsible for coordinating work between external suppliers and internal departments to ensure projects are completed on schedule and to a high standard.
For print ads, the process involves pre-production like costing and artwork, production of the final artwork, and post-production of approving and distributing the final ad.
For television commercials, the process involves pre-production planning, production filming on location or in a studio, and post-production editing, approvals, and distribution to TV stations.
For radio ads, the process involves pre-production planning of recording details, production recording at a studio, and post-production transfer
This document provides tips for students on how to achieve high marks in answering questions about progress made from AS to A2 levels in media studies coursework. To get at least 60%, students must discuss progress made in each piece of coursework and evaluate their work objectively. To get over 80%, students must give clear examples of improved skills in areas like conventions, technology, creativity, and planning. Answers should focus on skills, progress, understanding, and be self-critical using phrases provided as examples to compare and evaluate AS vs A2 work and improved skills. Specific examples are needed rather than generalizations.
This document provides guidance for students completing a paired digital media production project. It outlines the documentation and management tasks needed at different grade levels (P, M, D) to demonstrate production management skills. At the higher levels, documentation should be more complete, detailed, and regularly reviewed/revised throughout the project. The document provides examples of tasks like production schedules, risk assessments, equipment booking forms, budgets, and video diaries. At the distinction level, students are expected to regularly review and update all documentation, and reflect on progress, challenges, and needed revisions in video reviews posted online.
This document outlines research tasks to understand the target audience for a music video or channel ident. It involves using online sources to determine the audience's age, gender, ethnicity and music preferences. It then has the student conduct a Survey Monkey poll of 5 audience members to understand what types of products they prefer and their expectations. Finally, a focus group is used to get feedback on a developed idea to ensure it appeals to and is understood by the target audience. The research aims to understand the audience to effectively develop an idea that is suitable for their preferences, expectations and subcultural associations.
This document outlines a proposal for a "Random Acts of Kindness Pay it Forward Day 2016" advertising campaign. It lists 15 requirements for the proposal, including key messages, target demographics, an outline, rationale, persuasive techniques, intended audience response, platforms for distribution, resources, research on previous campaigns, legal considerations, and budget. The goal is to create an advertising campaign that will go viral through humor, uniqueness, or other techniques to promote random acts of kindness.
This document outlines various editing techniques and transitions used in continuity and alternative styles. It provides examples of techniques such as the 180-degree rule, jump cuts, freeze frames, split screens, cross-cutting, shot-reverse-shot, montages, and transitions including dissolves, wipes, and fades. For each technique and transition, it identifies, describes, and analyzes how they are used in provided video examples as well as how the editing produces meaning and why the style is chosen.
This document provides information and examples for using editing techniques to manipulate time, space, and rhythm in film. It describes the purpose of different techniques such as speeding up or slowing down footage to compress or expand time. Mainstream continuity techniques like cross-cutting and shot-reverse-shot are discussed for manipulating space, while cuts and motivated cuts typically set rhythm. Alternative techniques like jump cuts, breaking shot composition rules, and cutting to music are also outlined. The document encourages analyzing how pioneers like the Lumiere brothers, Melies, and Porter first developed these approaches and how their purposes have changed over time in film.
Unit 9 Pioneers, Styles and Technology A1 & A2ctkmedia
This document outlines key developments in film editing techniques from early cinema pioneers to modern digital editing. It discusses pioneers like Lumieres, Melies, and Porter and the editing styles they used - pre-editing, in-camera editing, and splicing. Continuity and alternative/surreal editing styles are defined. Technological developments that enabled editing are described, from early tools like splicers and Moviolas to digital tools like Avid and Final Cut Pro. The purpose of editing and how it manipulates time, space, and rhythm in sequences is also explained.
The document outlines tasks for researching existing digital media products to develop ideas for a new digital media product. Specifically, it instructs to:
1) Create a mind map identifying conventions like quick cuts, beat editing, use of close ups from 3 example music videos or idents.
2) Make a mood board showing where the examples can be accessed on digital TV channels, YouTube channels, websites on mobile, tablet and computer.
3) Annotate the research with the aim to understand conventions and distribution platforms. The summary found examples use quick cuts, beat editing, stop motion, close ups, lip synching, channel branding, narrative, locations, music genres and costume.
The document outlines criteria for digital media productions at different skill levels, from basic to expert. It provides guidelines for using post-production techniques to complete a proposed product, ensuring the final product matches the initial proposal and is suitable for its intended audience and purpose. Proficiency is determined by the sophistication of techniques, polish on the final product, and fulfillment of the initial vision and goals.
The document provides instructions for a product research task involving a chosen media product. Students are asked to:
1) Find 3 examples of present popular products within their chosen genre through metrics like YouTube views, ratings, and subscribers. Students should annotate screenshots to discuss trends that make these popular.
2) Research 2 past successful examples from the last 20 years, noting views/likes and background research. Students should annotate screenshots to comment on the history and development of the product genre over time.
3) Compare how examples from the past differ from present examples, noting what has changed in areas like animation, idents, or music videos over the years.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
This document outlines a case study involving media regulation and includes questions for discussion. It addresses:
1) A case where a media complaint was upheld by the regulator OFCOM regarding broadcast content before the watershed.
2) Issues around protecting children and vulnerable groups from potentially harmful media effects versus freedom of expression and morality.
3) Challenges regulators face in effectively policing online media and whether stricter or more liberal approaches are most appropriate.
Cult film shocker nekromantik to get uk release after bbfc grants 18 certificatectkmedia
1) The 1987 cult horror film Nekromantik, which features graphic corpse mutilation and sex scenes, is being released uncut in the UK for the first time after receiving an 18 certificate from the BBFC.
2) There is a debate around what constitutes an acceptable level of graphic content in horror and pornography. While the BBFC has become more liberal towards violent content, it remains strict on explicitly sexual content.
3) The line between artistic films with explicit sex scenes and pornographic "sex works" is seen as illogical by some. The BBFC designates films as sex works if sexual arousal is the primary purpose, rather than serious intent, but this distinction is subjective.
1. This document outlines a case study from the media sector regarding a television program that received complaints.
2. It provides guidance on analyzing factors like the social/political context, media effects debates around hegemony and moral panic, and the effectiveness of the regulator (OFCOM) in protecting children and society's moral standards.
3. The summary is to be 500 words analyzing the key issues in the case study regarding regulation of the media and contemporary attitudes toward freedom, morality, and protecting the vulnerable.
This document outlines an assignment to write a report explaining pre-production, planning, and research techniques for video production. It provides details on what should be included in the report such as explaining locations, equipment, crew, contributors, funding, materials, legal issues, time planning, creative planning, the purpose of research, different types of research, research methods, and techniques. Examples must be used to explain each area. The deadline for submitting the written PDF or DOC report is February 12th by uploading it to the appropriate assignment on Moodle. The assignment criteria covers various pass, merit, and distinction level learning outcomes for Units 1 and 3.
The document outlines various production paperwork needed for a film project including: an asset log to track equipment, a budget template, daily call sheets for crew, contact details for those involved, a footage log for editing, location permission forms, release agreements, a requirements list, storyboards, a risk assessment, a Gantt chart production schedule, and an edit decision list to help the editor find the best footage.
1) The TVC process involves 4 main steps: brief, ideas/storyboard, production, and media.
2) In the brief step, the client provides information to the advertising agency about marketing goals, target audience, and consumer insights.
3) The agency then develops creative ideas and storyboards which are presented to the client for feedback and approval.
4) Once approved, production of the commercial occurs followed by media placement and censorship/publishing for airing.
The document outlines the TVC production process in 4 main steps:
1) Creative ideas development which includes developing the advertising brief, storyboards, and finalizing the storyboard.
2) Production including briefing production houses, approving quotations, pre-production meetings, shooting, offline/online testing, and final tape delivery.
3) Registering the commercial which may require licenses.
4) Going on-air by developing media, concept, and spot plans then airing the commercial.
This document outlines the three main stages of a creative media project: pre-production, production, and post-production. It then discusses several important considerations for each stage. Pre-production involves planning, budgeting, scheduling, and securing resources. Production is the active filming/recording stage. Post-production consists of editing, adding audio/graphics, and finalizing the project. The document emphasizes thorough planning, documentation, and contingency planning to account for potential issues and keep projects on schedule and budget.
The document provides a summary of assignments completed by Ben Coombs for a unit on video production. For Assignment 1 on the film industry, Ben met most grading criteria and completed tasks on the stages of filmmaking, job roles, and getting a job in the industry. For Assignment 2 on television crime dramas, Ben's work on genre case studies and audience research met grading criteria, but his notes on crime conventions and pre-production materials were brief or missing. The action plan provides feedback on improving the quality of Ben's work, such as adding more detail to job roles and qualifications, expanding notes on crime conventions, and including missing pre-production materials and analysis in the evaluation.
The document discusses the production process for different types of advertising media.
The production department is responsible for coordinating work between external suppliers and internal departments to ensure projects are completed on schedule and to a high standard.
For print ads, the process involves pre-production like costing and artwork, production of the final artwork, and post-production of approving and distributing the final ad.
For television commercials, the process involves pre-production planning, production filming on location or in a studio, and post-production editing, approvals, and distribution to TV stations.
For radio ads, the process involves pre-production planning of recording details, production recording at a studio, and post-production transfer
This document provides tips for students on how to achieve high marks in answering questions about progress made from AS to A2 levels in media studies coursework. To get at least 60%, students must discuss progress made in each piece of coursework and evaluate their work objectively. To get over 80%, students must give clear examples of improved skills in areas like conventions, technology, creativity, and planning. Answers should focus on skills, progress, understanding, and be self-critical using phrases provided as examples to compare and evaluate AS vs A2 work and improved skills. Specific examples are needed rather than generalizations.
This document provides guidance for students completing a paired digital media production project. It outlines the documentation and management tasks needed at different grade levels (P, M, D) to demonstrate production management skills. At the higher levels, documentation should be more complete, detailed, and regularly reviewed/revised throughout the project. The document provides examples of tasks like production schedules, risk assessments, equipment booking forms, budgets, and video diaries. At the distinction level, students are expected to regularly review and update all documentation, and reflect on progress, challenges, and needed revisions in video reviews posted online.
This document outlines research tasks to understand the target audience for a music video or channel ident. It involves using online sources to determine the audience's age, gender, ethnicity and music preferences. It then has the student conduct a Survey Monkey poll of 5 audience members to understand what types of products they prefer and their expectations. Finally, a focus group is used to get feedback on a developed idea to ensure it appeals to and is understood by the target audience. The research aims to understand the audience to effectively develop an idea that is suitable for their preferences, expectations and subcultural associations.
This document outlines a proposal for a "Random Acts of Kindness Pay it Forward Day 2016" advertising campaign. It lists 15 requirements for the proposal, including key messages, target demographics, an outline, rationale, persuasive techniques, intended audience response, platforms for distribution, resources, research on previous campaigns, legal considerations, and budget. The goal is to create an advertising campaign that will go viral through humor, uniqueness, or other techniques to promote random acts of kindness.
This document outlines various editing techniques and transitions used in continuity and alternative styles. It provides examples of techniques such as the 180-degree rule, jump cuts, freeze frames, split screens, cross-cutting, shot-reverse-shot, montages, and transitions including dissolves, wipes, and fades. For each technique and transition, it identifies, describes, and analyzes how they are used in provided video examples as well as how the editing produces meaning and why the style is chosen.
This document provides information and examples for using editing techniques to manipulate time, space, and rhythm in film. It describes the purpose of different techniques such as speeding up or slowing down footage to compress or expand time. Mainstream continuity techniques like cross-cutting and shot-reverse-shot are discussed for manipulating space, while cuts and motivated cuts typically set rhythm. Alternative techniques like jump cuts, breaking shot composition rules, and cutting to music are also outlined. The document encourages analyzing how pioneers like the Lumiere brothers, Melies, and Porter first developed these approaches and how their purposes have changed over time in film.
Unit 9 Pioneers, Styles and Technology A1 & A2ctkmedia
This document outlines key developments in film editing techniques from early cinema pioneers to modern digital editing. It discusses pioneers like Lumieres, Melies, and Porter and the editing styles they used - pre-editing, in-camera editing, and splicing. Continuity and alternative/surreal editing styles are defined. Technological developments that enabled editing are described, from early tools like splicers and Moviolas to digital tools like Avid and Final Cut Pro. The purpose of editing and how it manipulates time, space, and rhythm in sequences is also explained.
The document outlines tasks for researching existing digital media products to develop ideas for a new digital media product. Specifically, it instructs to:
1) Create a mind map identifying conventions like quick cuts, beat editing, use of close ups from 3 example music videos or idents.
2) Make a mood board showing where the examples can be accessed on digital TV channels, YouTube channels, websites on mobile, tablet and computer.
3) Annotate the research with the aim to understand conventions and distribution platforms. The summary found examples use quick cuts, beat editing, stop motion, close ups, lip synching, channel branding, narrative, locations, music genres and costume.
The document outlines criteria for digital media productions at different skill levels, from basic to expert. It provides guidelines for using post-production techniques to complete a proposed product, ensuring the final product matches the initial proposal and is suitable for its intended audience and purpose. Proficiency is determined by the sophistication of techniques, polish on the final product, and fulfillment of the initial vision and goals.
The document provides instructions for a product research task involving a chosen media product. Students are asked to:
1) Find 3 examples of present popular products within their chosen genre through metrics like YouTube views, ratings, and subscribers. Students should annotate screenshots to discuss trends that make these popular.
2) Research 2 past successful examples from the last 20 years, noting views/likes and background research. Students should annotate screenshots to comment on the history and development of the product genre over time.
3) Compare how examples from the past differ from present examples, noting what has changed in areas like animation, idents, or music videos over the years.
The document provides guidance for students on completing an evaluation assignment for an A2 Media course. It outlines the criteria that will be used for marking, including demonstrating understanding of forms and conventions in productions, the role of new media, audience feedback, and use of digital technology. Students must choose one of four questions to answer relating to their media products and supporting illustrations. They are advised to take a multimedia approach using videos, diagrams, stills and other materials to analyze their work rather than just writing an essay. Examiners emphasize spending significant time on the evaluation as it carries a high percentage of the course marks.
This document outlines a case study involving media regulation and includes questions for discussion. It addresses:
1) A case where a media complaint was upheld by the regulator OFCOM regarding broadcast content before the watershed.
2) Issues around protecting children and vulnerable groups from potentially harmful media effects versus freedom of expression and morality.
3) Challenges regulators face in effectively policing online media and whether stricter or more liberal approaches are most appropriate.
Cult film shocker nekromantik to get uk release after bbfc grants 18 certificatectkmedia
1) The 1987 cult horror film Nekromantik, which features graphic corpse mutilation and sex scenes, is being released uncut in the UK for the first time after receiving an 18 certificate from the BBFC.
2) There is a debate around what constitutes an acceptable level of graphic content in horror and pornography. While the BBFC has become more liberal towards violent content, it remains strict on explicitly sexual content.
3) The line between artistic films with explicit sex scenes and pornographic "sex works" is seen as illogical by some. The BBFC designates films as sex works if sexual arousal is the primary purpose, rather than serious intent, but this distinction is subjective.
1. This document outlines a case study from the media sector regarding a television program that received complaints.
2. It provides guidance on analyzing factors like the social/political context, media effects debates around hegemony and moral panic, and the effectiveness of the regulator (OFCOM) in protecting children and society's moral standards.
3. The summary is to be 500 words analyzing the key issues in the case study regarding regulation of the media and contemporary attitudes toward freedom, morality, and protecting the vulnerable.
This document provides location details for a photography shoot, including the purpose of the shoot, contact information for the site, logistical considerations like electricity, food, parking, and toilets, and notes on possible shots, lighting, safety issues, and available space. It appears to be planning paperwork for an advanced photography portfolio coursework assignment involving location scouting and planning.
Me and my colleagues have come up with an idea to create a new sports drink called Swift targeting teenagers. I have been asked by Fizzy Drink Inc. to produce a 30-60 second advert for their new fizzy drink brand. Funding will come from Fizzy Drink Inc., social media platforms, and promotions in Tesco and Asda stores. Posters on local buses will advertise the product to teenagers. The advert will need to consider lighting, sound, a camera operator, and a producer.
The document discusses the production of an advertisement for a new sports drink called "swift" targeting teenagers. It will be 30-60 seconds and appear on platforms like internet, billboards, magazines and posters. Funding will come from the production company and social media platforms. The ad will promote the drink using posters on local buses. The document then discusses aspects of production including lighting, sound, camera operator, and producer roles and needed qualifications.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the photography teacher and students about the benefits of the course. It will also show student work, photography facilities and classrooms. The video will be edited using Photoshop and After Effects and distributed on a DVD for open days and the college website. The budget for the project is £4000, which will be spent on equipment like a camera, computer, editing software and other production costs. Legal and ethical considerations for the project like copyright, confidentiality and fair representation are also discussed.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the photography teacher and students, showing student work and the facilities. It will be 2-3 minutes long and edited using Photoshop and After Effects. Filming will take place in January/February and the video will be distributed on the college website and at open days. The budget is £4000 and will be spent on equipment like a camera, lights, computer and editing software. Legal and ethical considerations around copyright, intellectual property, libel, decency, confidentiality, and non-discrimination of race, gender, religion and sexuality are also discussed.
Visual Communication Solutions provides integrated services including TV commercials, corporate films, 2D and 3D animation, medical animation, and more. They have a creative team and infrastructure to support production, post-production, and animation. Their process includes pre-production, production, and post-production phases. They have worked with clients across various industries.
Visual Communication Solutions provides various media production services including TV commercials, corporate films, animation, medical animation, and documentaries. They have a team of creative professionals and facilities for production, animation, editing, and sound. Their process involves pre-production, production, and post-production phases. They have worked with clients across various industries.
Visual Communication Solutions provides various media production services including TV commercials, corporate films, animation, medical animation, and documentaries. They have a team of creative professionals and state-of-the-art production facilities. Their process involves pre-production, production, and post-production phases to develop animated videos, films, presentations and other visual content for clients in various industries. Some of their clients include Hyundai, Chevrolet, Intel, Amway, and healthcare organizations.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes long and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a college photography course. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work, facilities, and classes. The video will be 2-3 minutes and edited using software like Photoshop and Final Cut Pro. It will be distributed on a DVD for open days and uploaded online. The budget is £4000, which will be spent on equipment like a camera, lights, computer, and editing software.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work and facilities. The video will be 2-3 minutes and edited using Photoshop and After Effects. Filming will take place in January/February with the final video ready by the end of March. The budget is £4000 which will cover equipment like a camera, computer, software, and expenses. Legal and ethical considerations for copyright, privacy, and inclusion are also addressed.
The document provides a client brief for creating a promotional video for a photography course at a college. It outlines that the video will include interviews with the teacher and students about the benefits of the course, as well as showing student work and facilities. The video will be 2-3 minutes and edited using Photoshop and After Effects. Filming will take place in January/February with the final video ready by the end of March. The budget is £4000 which will cover equipment like a camera, computer, software, and expenses. Legal and ethical considerations around copyright, confidentiality, and non-discrimination are also discussed.
Solar Media specializes in music video production and promotion across online platforms. It was established in 2000 and has produced over 500 music videos. Solar Media works with unsigned artists, indie labels, and major labels to create high quality music videos and digital content on budgets from £2,500 to £20,000. They offer a full service including concept development, production, and online promotion.
Our Corporate Video Production Workflow.pdforangevideos
Our corporate video production process involves five stages: development, pre-production, production, post-production, and distribution. During development, we plan the script, storyboard, and secure locations and talent. Pre-production finalizes crew, cast, locations, and sets. Production is the main shoot guided by the director. Post-production includes editing, sound, visual effects. Finally, distribution releases the video on platforms like YouTube and websites. We follow this process rigorously to deliver high quality videos on time and on budget.
The promotional video was created for York College's Creative Media Production department. It aimed to showcase the course content and opportunities to current and prospective students in an entertaining way. Footage included interviews, studio demonstrations, and motion graphics. Frankie, the main actor, appeared in digitally manipulated scenes to demonstrate techniques learned on the course. The video utilized equipment like a green screen and graphics tablet. Some challenges arose from scheduling conflicts and last-minute changes, but the end result effectively promoted the program in under a minute through a variety of visuals and a personalized approach.
Pre-production planning is essential for any video project. It involves planning key aspects like ideas, equipment, time, locations, cast and crew, finance, legal issues, and creative elements. Specifically, the document outlines that pre-production requires determining the who, what, when, where details of a shoot; creating a production schedule and milestones; budgeting costs; securing necessary permissions and insurance; researching suitable filming locations; arranging equipment rentals; and addressing any legal matters like consent forms. Thorough pre-planning is needed to ensure a successful and smooth production.
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
This proposal outlines the planning for a promotional DVD for an Extended Creative Media course. It will include interviews with students and staff, shots of the college, and time-lapse footage. The target audience is high school students aged 16-17. Resources available include editing equipment, cameras, and tripods. A crew of three students - with designated roles of camera operator, director, and shot logger - will film. The budget is covered by the college. A schedule is included to keep the project on track for completion by the deadline.
The document discusses the resources needed to create a music video for a class project. It outlines that props, filming locations, video/photo cameras, editing software, internet access, desktop publishing software, and contributors in the form of a cast and crew are required. Timeliness is also important to complete the project before its deadline. Regulations from the BBFC will need to be followed to ensure the video is suitable for various ages. Sources of finance totaling £40 will be used to purchase props and transportation to filming locations.
The document discusses the resources needed to create a music video for a class project. It outlines that props, filming locations, video/photo cameras, editing software, internet access, desktop publishing software, and contributors in the form of a cast and crew are required. Timeliness is also important to complete the project before its deadline. Regulations from the BBFC will need to be followed to ensure the video is suitable for various ages. Sources of finance totaling £40 will be used to purchase props and transportation to filming locations.
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1. Unit 1 / Assignment 1: Pre-production Techniques creative Media Industries.
BTEC Level 3 Extended Diploma Creative Media Production.
Unit 1: Pre-production Techniques creative Media Industries.
LO: Understand the requirement necessary for a Corporate Promotion Video Production..
Mabinty Bangura.
Our Company has been required to produce a report and outline in details the range of
requirement necessary to produce a 5 minute promotion video for our clients St Francis Xavier
College. Our Company is called Promo-Enterprise. It’s a small company that have just started;
we only produce promotional video for our clients and is a privately funding company meaning
our clients pay us to produce a promotional video for them.
Finance: The source of finance is the money that our clients St Francis Xavier College pay us
to produce a promotional video for them. The money will be used in paying for the entire
requirement necessary for their promotional video.
The equipment will be provided by us example cameras/video cameras, microphones, tripods
(camera stand) and headphones, this equipment will be available at all times to use.
Transportation will also be provided by us, we have a company van that our crewmembers
travel with to our client’s locationbut we will use some of the money that our clients pay us to
buy petrol, which also availability will not be a problem because it always available to use by the
company.
We only need one talent and that will be a specialist or an expert narrator or a voice over to
narrate or speak about the college only id the teacher or student are not willing to do so. We
have four expert and specialist crew members that work for our company and they are the
Producers (they are responsible for hiring the crews, managing finance and schedules),
Directors (they are responsible for making and putting together the promotional video and the
making and creative decisions in the company), editor (they are responsible for the video and
photo editing after all the post-production work have been completed) and Ingeniras (They are
responsible in fixing any technology that have problems and also making sure that the
environment is safe for people to be around) these crew members are always available in our
company. All the materials necessary for the promotional video will be provided by us example
the strips, storyboard, microphones, sound library, photo library, editing software and audio
however part of the money provided by our clients will be used in covering these materials like
printing out the strips, the materials are available to use anytime because it owned by us. Our
company already have a facility house where we do all editing so we will not need to waste
anytime going out to do any editing because time is money,all the facility and equipment has
already been provided by our company. Our company will need permission (clearance) from our
2. clients St Francis Xavier College if we can go to the college’s location to supervise the
environment to ensure that it a safe environment for people, if there is any problems with the
electricity that will cause any danger, to know what is the shortest or longest way from one
setting to the other so that we don’t need to bring in any heavier equipment, to ensure that there
is enough space for movement whiles doing the promotional video, to video the entrance of the
college, the class rooms, library, the lunch room, the common room, sport hall and the college
building that can be used in the promotional video We will also need permission from our clients
if we can have some of the staff members and student to contributes in the speaking of the
college on screen.
Time: Our deadlines are very important to us. Timing gets us well prepared and organised. We
make sure that our client promotional video has been produce even before the deadlines given
to us by our clients St Francis Xavier College, that way if our client is not satisfied with their
promotional video we have more or even enough time to re-edit it to their satisfaction. Our
company provide all of the equipment use in producing our client promotional video. Our
equipment are always available to use, that way we don’t have to waste time to go out to
another company or organization to do any editing because time is money. All of our crew
members are employed by us and are always available in the company because we want to
make sure all of our employees are well qualified and an expert in the work they do, we also
make sure that all of our employees work full time in the company that way they have nothing
else distracting them. They can concentrate fully and can always be available in producing our
client promotional video. Our company, we never miss out our timescales for clearance for
anything when our client St Francis Xavier College gives us permission to go and supervise the
college before doing the promotional video they also give us a specific time and date to do this.
We ensure that we are there 30minute early on that specific dates to do the entire necessary
stuff example take pictures and video the college. We do research on our clients’ location to
know how long it will take us to get there on time and arrive back on time or if there will be any
traffic.
Personnel: before we employ any of our crew members we ensure that we check their
bibliography (work history) before we can consider of employing them. We check their CVs to be
sure that they have the skills, right balance, experience, knowledge and qualification that we
need in this production company before we can employ them. In our company our team size is
four the Producers, Directors, camera, sound crews /video crews and editors. They all have
their roles and responsibilities in our company our producers (they are responsible for our health
and safety in the company, they are responsible for hiring the crew members, managing finance
and schedules), directors (they are responsible for making and putting together the promotional
video, and also the creative decision making),camera crews, sound crews /video crews (are
responsible for taking pictures of the location and the settings, recording music or sounds ,
videoing the location and setting that can be used in the promotional video) and our editors
(they are for editing the promotional video after it has been done). Our employees are available
in our company all the time because they work full time in developing our company and
producing a very good promotional video for our clients. The money that is provided by our
3. clients is used to pay our employees. We will be casting the promotional video at our client
location (St Francis Xavier College).
Facilities: we provide all of the facilities necessary for our client promotion video example our
production equipment (cameras, microphones, headphones, video camera and tripods) are all
been provided by us. Our post- production equipment (editing, computers, software and adding
sound effect where needed) will also be provided by us. We have our own facilities house where
we do all of our editing we don’t have to go to other company to use their facilities house. We
will only need to bring in (outsourcing) a specialist narrator that will be the voice over for the
promotional video or narrate the promotional video. Our facilities are available to use anytime
any day by any of our crew members that needs to use them. The money that has been
provided by our client will not be used in providing facilities equipment for the promotional in
hiring a specialist narrator to narrate the promotional video or to be a voice over.
Materials: original materials are materials that will be provided by us example storyboard, strips
and audio. Archive materials are materials that already exist example the logo of our clients St
Francis Xavier College, pictures of the college and picture of our clients St Francis Xavier
principle’s picture.
Photo-library (are libraries that have book that are based on photo example the British library),
Sound –library materials (are libraries that book that are based on sounds example British
library), internet, asset (audio and cameras), script, graphics, recorded music and sources.
These materials will be provided by our company. We won’t need properties (props), costumes
and animatic because this is a promotional video. We will need permission from our client St
Francis Xavier College to permit us to take all of the materials that we will be using for the
promotional video to take it to their college. The payment made by our client will be used in
covering the materials necessary for their promotional video.
Contributors: our contributors are all specialist and expert and they are employees and
employers of the company (producers, directors, sound/ cameras/ video cameras and editors)
we check their biography before they are employed in the company. In this production we don’t
need talent because it a promotional video we only need specialist narrator. In this promotional
video will need contributors from our client St Francis Xavier College, it can be a member of
staff or a student.
Location: the location will be at our clients’ college St Francis Xavier College. Before we enrol to
the location we will firstly need to do some research on the distance (how long it will take us to
get there on time and return back on time, to know if there will be any traffic or not to ensure that
we get there on time, we also do weather research to know if it going to rain (to ensure that no
electricity damage is made and also so that we don’t have to bring heavy equipment because
we won’t be able to carry them under the rain or we will have to bring lot of our contributor to
help and to make sure that the equipment don’t get wet by the rain), how much it will cost us to
get there but it won’t cost us a fortune because we have our company van it will only cost us to
4. buy petrol and we also do identification research to know how to get there. We also do research
on the environment tonsure that it a safe environment to work in for health and safety.
Code of practice and regulation: these are document by legal right and regulation we must have
example location permission from our client St Francis Xavier College saying we have been
given permission to go to the college and take pictures and video the location and setting that
can be used for their promotional video, a regulation bodies (acting by the rules to be able to
control our company) it a rule that everyone in the company must follow employers, employees
and clients in other for the company to run smoothly and successfully. Health and safety is
important because it protect the employers, employees and clients from any accident or
damage to someone’s health, it helps everyone feel protected and safe around the environment
they are. Insurance (just in case there is any accident in the company) and Advertising
Standards Authority (ASA) they are responsible for the regulation of all advertising, they make
sure that the advertisement is not mislead, it cause no harm, it does not cause any serious or
widespread offence.
Bibliography:
• Paperback Oxford English Dictionary (2006) Oxford University Press
• Creative Media Production Btec Level 3 by Paul B, David B, Andy F, Ken H, Philip H,
Dan M, Natalie P and Pete W. First Published 2010 by Edexcel
Site
· Ofcom: http://www.ofcom.org.uk/ (25/09/12)
· Google image 1:
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avier_College/&docid=7WbW_769FKaQgM&itg=1&imgurl=http://www.richmondandtwickenhamt
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ed=1t:429,r:2,s:0,i:102&biw=784&bih=512
(04/10/12)
· Google image 2:
http://www.google.co.uk/imgres?q=sfx+college&num=10&hl=en&tbm=isch&tbnid=8JUgxsDNO0
Yq2M:&imgrefurl=http://www.surreycomet.co.uk/education/profiles/9243449.St_Francis_Xavier_
Sixth_Form_College/&docid=gscUT4I5zM7ZfM&imgurl=http://www.surreycomet.co.uk/resource
s/images/1767043/%253Ftype%253DarticleLandscape&w=300&h=226&ei=O3htUPSbNo2B4A
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(04/10/12)