The proposal is for a music video continuing the story from a previous video. It will show the prisoner being caught by police after escaping prison. CCTV footage will show the prisoner on the street as police search for him. The police will spot him and chase him, but the outcome is unclear. The student will research 5 music videos to choose one for inspiration. Evaluation will involve daily development diaries and screenshots of work to track progress. Conducting ongoing evaluation and reflection will help improve their work and media career.
This document summarizes Abbie Gumbley's work on a documentary called "Banned Theft Auto" for an A2 Media course. The documentary asked if violent video games negatively affect behavior. Abbie's group interviewed people from different fields and included their opinions in the documentary to create controversy. The summary describes how the group's documentary, radio trailer, and magazine article followed conventions of those genres by including interviewee names on screen, stock footage relevant to the topic, consistent music and voiceovers between the documentary and trailer, and other standard formatting elements. The document evaluates how the group's work met or challenged expectations for those genres.
Harry is proposing a project to create a trailer for a new TV comedy show. He has done research on popular comedy shows like The Big Bang Theory to inform his characters and plot. The plot involves two friends causing an explosion in their apartment building when one panics trying to fix a broken laptop. Harry will film a scene from the show as a trailer. He has done experiments with filming, editing, and special effects. Harry will evaluate his work by getting feedback and comparing it to scenes from shows he researched.
This document provides information about a GCSE music video study day being held at the BFI Southbank on March 6th, 2019. The study day will include sessions on music video language, context, and understanding audiences, as well as guest speakers. Tom Woodcock will be the presenter and will introduce the study day. The program details the schedule and sessions. Biographies of the presenter and guest speakers are also included.
This document provides guidance for a case study assignment on music video production. It includes 5 tasks to complete:
1) Understanding the purposes and strategies of music videos.
2) Exploring styles, techniques and conventions used in music video production.
3) Conducting a case study analysis of at least 3 music videos considering points from tasks 1 and 2.
4) The document also provides learning outcomes, assessment criteria, and tips for completing the case study. It encourages using examples and linking to external videos to support points.
The document outlines the schedule and activities for a music video analysis workshop. The day begins with an introduction to music video language and techniques. Participants will analyze shot types, narrative structure, representation, and more in sample music videos. After a short break, the workshop will discuss the historical context and evolution of music videos. Lunch will include a Q&A with music video professionals. The afternoon session focuses on audience theory, including passive vs. active viewing and uses and gratifications theory. Participants are assigned take-away tasks to complete the workshop.
The document provides guidance for a student's music video production research and experiments project. It includes directions to research production techniques, look at a minimum of 3 related music videos, collect relevant materials, and assess what techniques could be used or disregarded for the project. The student then analyzes 3 music videos based on camera work, story, special effects, and aspects that could inform their own video. Next, the document outlines conventions and characteristics to consider for the chosen genre and artist. It concludes with instructions for the student to document their camera, editing, and audio experiments and reflections.
The document provides guidance for a student's music video project, including researching production techniques, analyzing examples, and experimenting. It instructs the student to look at a minimum of 3 related music videos, assess camera techniques, editing, and whether elements could be adopted or disregarded. It also prompts analyzing the genre, conventions, and style of their chosen artist to understand fan preferences. The student is to evidence their filming and editing experiments and reflect on which elements may be included in the final product.
Harriet Smith outlines her plans for creating a video essay reviewing the documentary "The Social Dilemma" about the negative impacts of social media, including writing a script, recording audio narration, and editing footage from the documentary's trailer with her commentary. She considers the equipment, techniques, and health and safety aspects of her project, which will analyze how the documentary addresses its theme and appeals to its target demographic.
This document summarizes Abbie Gumbley's work on a documentary called "Banned Theft Auto" for an A2 Media course. The documentary asked if violent video games negatively affect behavior. Abbie's group interviewed people from different fields and included their opinions in the documentary to create controversy. The summary describes how the group's documentary, radio trailer, and magazine article followed conventions of those genres by including interviewee names on screen, stock footage relevant to the topic, consistent music and voiceovers between the documentary and trailer, and other standard formatting elements. The document evaluates how the group's work met or challenged expectations for those genres.
Harry is proposing a project to create a trailer for a new TV comedy show. He has done research on popular comedy shows like The Big Bang Theory to inform his characters and plot. The plot involves two friends causing an explosion in their apartment building when one panics trying to fix a broken laptop. Harry will film a scene from the show as a trailer. He has done experiments with filming, editing, and special effects. Harry will evaluate his work by getting feedback and comparing it to scenes from shows he researched.
This document provides information about a GCSE music video study day being held at the BFI Southbank on March 6th, 2019. The study day will include sessions on music video language, context, and understanding audiences, as well as guest speakers. Tom Woodcock will be the presenter and will introduce the study day. The program details the schedule and sessions. Biographies of the presenter and guest speakers are also included.
This document provides guidance for a case study assignment on music video production. It includes 5 tasks to complete:
1) Understanding the purposes and strategies of music videos.
2) Exploring styles, techniques and conventions used in music video production.
3) Conducting a case study analysis of at least 3 music videos considering points from tasks 1 and 2.
4) The document also provides learning outcomes, assessment criteria, and tips for completing the case study. It encourages using examples and linking to external videos to support points.
The document outlines the schedule and activities for a music video analysis workshop. The day begins with an introduction to music video language and techniques. Participants will analyze shot types, narrative structure, representation, and more in sample music videos. After a short break, the workshop will discuss the historical context and evolution of music videos. Lunch will include a Q&A with music video professionals. The afternoon session focuses on audience theory, including passive vs. active viewing and uses and gratifications theory. Participants are assigned take-away tasks to complete the workshop.
The document provides guidance for a student's music video production research and experiments project. It includes directions to research production techniques, look at a minimum of 3 related music videos, collect relevant materials, and assess what techniques could be used or disregarded for the project. The student then analyzes 3 music videos based on camera work, story, special effects, and aspects that could inform their own video. Next, the document outlines conventions and characteristics to consider for the chosen genre and artist. It concludes with instructions for the student to document their camera, editing, and audio experiments and reflections.
The document provides guidance for a student's music video project, including researching production techniques, analyzing examples, and experimenting. It instructs the student to look at a minimum of 3 related music videos, assess camera techniques, editing, and whether elements could be adopted or disregarded. It also prompts analyzing the genre, conventions, and style of their chosen artist to understand fan preferences. The student is to evidence their filming and editing experiments and reflect on which elements may be included in the final product.
Harriet Smith outlines her plans for creating a video essay reviewing the documentary "The Social Dilemma" about the negative impacts of social media, including writing a script, recording audio narration, and editing footage from the documentary's trailer with her commentary. She considers the equipment, techniques, and health and safety aspects of her project, which will analyze how the documentary addresses its theme and appeals to its target demographic.
This document provides a critical analysis of four images taken by the author for their short film storyboard. Each image is described in terms of its original purpose, visual codes used, technical codes used, and a critical reflection. The quality of the images is noted to be limited due to being taken on a phone camera. Overall, the images achieved their purpose of representing scenes from the planned short film, but could be improved with editing or a higher-quality camera.
The document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related examples and collecting supporting materials. It also advises assessing whether techniques can be used or adapted. The reader is directed to explore conventions and genre characteristics for their chosen artist and consider fan preferences. Slides are included for documenting ideas with examples. The document then outlines two experiments - one involving simple animation and the other collecting footage and adding basic editing. Reflection questions ask which experiment elements will be included and what was learned from the process.
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
The document discusses conventions in music videos and how the author's music video product used or challenged conventions. It provides examples of common shots used in music videos like close-ups, long shots, and two shots. It also examines narrative-based and concept-based music videos. While some directors make unusual, diverse videos, the author chose to conform to mainstream conventions to target a large audience. The close-ups of the artist were used to express emotion and connect with the audience, while maintaining a simple, relatable concept.
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
This document summarizes an evaluation of a media studies project. It discusses how the media product used and developed conventions of real music videos. It analyzed Plan B's album and music videos to inform its own music video for the song "I Know a Song". Key conventions it employed were starring the main artist, using lip syncing, setting scenes in a stage, prison, and home, and using camera angles to show emotions. The document also evaluates how effectively the music video and ancillary texts of a digipack and album advert work together and for the target audience.
The document outlines the process of creating a music video for a class project. It discusses researching music videos to understand conventions. The student chose to make a video for "Sorrow" by The National after analyzing lyrics. Planning included coming up with an idea of flashbacks to the subject's past. Resources used were internet research and camera equipment. Areas for improvement included getting more footage, characters, and better shot linking. Overall, the student felt they improved filming and editing skills through the project.
This document provides examples of existing audio programs and products that could be used for research and inspiration. It lists 6 audio dramas and documentaries, including links to listen. It instructs the reader to delete this slide when done. The next slides provide templates for analyzing existing products, generating initial ideas, experimenting with foley recording techniques, planning story elements, and proposing an audio project.
The document summarizes the process of creating a podcast on photography. It discusses researching other podcasts on the topic for inspiration. Planning involved creating spider diagrams to decide the format. Time management was reasonable but improvements could be made with more time. Peer feedback noted the upbeat music but disagreed that the topics were boring. The comedy ending was considered out of place by most.
How did you use Media Technologies in the Research,Planning,construction and ...maximilian shorter
The document discusses how various media technologies were used at different stages of a documentary production:
- Research involved using an iMac, iPhone, DSLR camera, and voice recorder to conduct interviews, import footage and audio, and research other documentaries online.
- Planning used online mind mapping, WordPress, email, printed storyboards, and YouTube to develop ideas, organize contacts, and research questioning techniques.
- Construction used an iPhone, DSLR camera, Mac, Final Cut Pro, GarageBand, and Photoshop to film interviews and b-roll, edit the documentary, create a radio ad, and design a newspaper advertisement.
- Evaluation will use Prezi, PowerPoint
This document outlines ideas for three music video concepts for different songs. The first idea is for "7 Years" by Lukas Graham and would be a narrative music video told through black and white footage. The second idea is for "FLY" by Marshmello and would be a concept video combining animated clips of the artist flying with filmed footage. The third idea is a performance-based video of the student singing "Happier" by Marshmello & Bastille using green screen. Strengths and weaknesses of the ideas are discussed. The document settles on the idea for "FLY", describing Marshmello, the song, and a concept video using animation and filmed clips of balloons and flying. Research topics
The document provides biographical information on film director Jeff Orlowski and discusses some of his documentary films. It notes that Orlowski directed the 2020 Netflix documentary "The Social Dilemma" about the negative effects of social media. It examines some of his other documentaries such as "Chasing Ice" (2012) and "Chasing Coral" (2017) which focused on climate change. The document also provides a brief overview and analysis of the 2018 film "Searching" directed by Aneesh Chaganty, which portrayed the dangers of social media and technology through computer and smartphone screens.
This document provides a case study analysis of three music videos by the rap group Brockhampton: "Face", "Sweet", and "Boy Bye". It summarizes the key visual elements, styles, and techniques used in each video. For "Face", it notes the use of sped-up and slowed-down footage. "Sweet" is described as a unique single-shot video that contrasts dark and light halves. "Boy Bye" uses more jump cuts and unconventional camera angles. Overall, the case study examines how Brockhampton's abstract music videos diverge from typical rap conventions through their creative visual storytelling.
Here are the addresses and locations with any cast or permission requirements noted:
- Selby Canal – YO8 8QE (no cast required)
- Farmers Field at Flaxley Road, Selby. YO8 4DB (no cast required)
- Selby Bowling Alley – Unit 1, Bawtry Rd, Selby YO8 8NA (1 cast member required)
- York College – Sim Balk Ln, Bishopthorpe, York YO23 2BB (all in college cast required for some shots)
- Around York – York Piccadilly, York walls, York (1 cast member required for some shots)
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of choice, considering camerawork, editing, genre conventions, and critical approaches. Notes are provided on illustrating points made and adding slides as needed. The document emphasizes applying concepts from the provided lectures and examples to fully discuss the chosen videos.
The document discusses the purposes and techniques of music video production. The three main purposes are to entertain viewers, show the artist's brand/identity, and increase sales. Camerawork techniques discussed include close-ups of the artist's face to feel personal, wide shots to show the setting, and dynamic moving shots for excitement. Editing techniques include fast cut montages of various shots compiled together to make a continuous clip that transitions between shots in rhythm with the music.
This document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos, drawing on Tasks 1 and 2. The document emphasizes including illustrative images and examples to support points. It also notes that additional pages can be added if needed to fully respond to the questions.
This document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) analyzing the purposes and strategies of music videos, 2) examining styles, techniques and conventions, and 3) conducting a case study of three or more music videos. For each task, questions are provided to help structure the response. The case study portion asks students to discuss style, techniques, intertextuality, camerawork, editing, genre conventions and critical approaches for the selected videos. Tips are included to incorporate images and make connections between examples.
William produced a documentary trailer and posters to promote a hypothetical documentary about Monty Oum, the creator of the animated web series RWBY. His research on existing works to emulate was detailed. He experimented with video editing techniques. Both of his poster designs effectively referenced Oum's work while conveying information. Though he rushed the second poster, William mostly stuck to his schedule. The trailer provided context on Oum and his influence through clips while the posters aesthetically honored his legacy. While proud of his work, William believes with more time he could have refined aspects, but achieved his goal of appealing to Oum's fans.
The document is a student's proposal for a music video project. It includes a rationale for the project, describing skills learned in previous media projects. It outlines the concept for a comedic music video focusing on a character. Research plans are described to study other artists and music videos. Evaluation methods are proposed, such as a daily development diary and final self-reflection. A bibliography lists potential sources for inspiration and research. A production schedule is included.
Chloe Ross proposes a mystery/thriller film project for her final major project. She will create a trailer, poster, and DVD covers for a serial killer film. Chloe has experience making videos, podcasts, and a horror trailer that have prepared her with skills in editing, sound design, and working within limitations. She will conduct research on film techniques by analyzing existing trailers and posters. Chloe has created a production schedule over 17 weeks for research, experiments, filming, editing, evaluation, and presentation of her final project.
The document is a proposal for a drama project set in York. It outlines the following key points:
1) The target audience is males and females aged 16-25 who enjoy mysteries and drama. Research will be conducted to understand their interests.
2) The concept is a drama filmed in York that will entertain through its fictional story, while also educating viewers about York's history and landmarks.
3) Research needs to be done on York's history, landmarks, and drama storytelling techniques to help bring the idea to life and improve filmmaking skills.
4) Evaluation will involve daily development diaries to analyze progress and areas for improvement throughout the project.
This document provides a critical analysis of four images taken by the author for their short film storyboard. Each image is described in terms of its original purpose, visual codes used, technical codes used, and a critical reflection. The quality of the images is noted to be limited due to being taken on a phone camera. Overall, the images achieved their purpose of representing scenes from the planned short film, but could be improved with editing or a higher-quality camera.
The document provides guidance for stage 2 of a research and experimentation process. It instructs the reader to research potential production techniques for their project by looking at a minimum of 3 related examples and collecting supporting materials. It also advises assessing whether techniques can be used or adapted. The reader is directed to explore conventions and genre characteristics for their chosen artist and consider fan preferences. Slides are included for documenting ideas with examples. The document then outlines two experiments - one involving simple animation and the other collecting footage and adding basic editing. Reflection questions ask which experiment elements will be included and what was learned from the process.
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
The document discusses conventions in music videos and how the author's music video product used or challenged conventions. It provides examples of common shots used in music videos like close-ups, long shots, and two shots. It also examines narrative-based and concept-based music videos. While some directors make unusual, diverse videos, the author chose to conform to mainstream conventions to target a large audience. The close-ups of the artist were used to express emotion and connect with the audience, while maintaining a simple, relatable concept.
This document provides guidance for completing a case study assignment on music video production. It is divided into four tasks. Task 1 addresses the purposes of music videos and strategies used by labels and artists. Task 2 covers common styles, techniques and conventions in music video production. Task 3 requires analyzing a minimum of three music videos by an artist of the student's choice, considering elements from Tasks 1 and 2. Task 4 prompts the student to discuss how they can apply techniques learned to their own music video project. The document emphasizes using illustrative examples from videos and linking ideas between different parts of the assignment.
This document summarizes an evaluation of a media studies project. It discusses how the media product used and developed conventions of real music videos. It analyzed Plan B's album and music videos to inform its own music video for the song "I Know a Song". Key conventions it employed were starring the main artist, using lip syncing, setting scenes in a stage, prison, and home, and using camera angles to show emotions. The document also evaluates how effectively the music video and ancillary texts of a digipack and album advert work together and for the target audience.
The document outlines the process of creating a music video for a class project. It discusses researching music videos to understand conventions. The student chose to make a video for "Sorrow" by The National after analyzing lyrics. Planning included coming up with an idea of flashbacks to the subject's past. Resources used were internet research and camera equipment. Areas for improvement included getting more footage, characters, and better shot linking. Overall, the student felt they improved filming and editing skills through the project.
This document provides examples of existing audio programs and products that could be used for research and inspiration. It lists 6 audio dramas and documentaries, including links to listen. It instructs the reader to delete this slide when done. The next slides provide templates for analyzing existing products, generating initial ideas, experimenting with foley recording techniques, planning story elements, and proposing an audio project.
The document summarizes the process of creating a podcast on photography. It discusses researching other podcasts on the topic for inspiration. Planning involved creating spider diagrams to decide the format. Time management was reasonable but improvements could be made with more time. Peer feedback noted the upbeat music but disagreed that the topics were boring. The comedy ending was considered out of place by most.
How did you use Media Technologies in the Research,Planning,construction and ...maximilian shorter
The document discusses how various media technologies were used at different stages of a documentary production:
- Research involved using an iMac, iPhone, DSLR camera, and voice recorder to conduct interviews, import footage and audio, and research other documentaries online.
- Planning used online mind mapping, WordPress, email, printed storyboards, and YouTube to develop ideas, organize contacts, and research questioning techniques.
- Construction used an iPhone, DSLR camera, Mac, Final Cut Pro, GarageBand, and Photoshop to film interviews and b-roll, edit the documentary, create a radio ad, and design a newspaper advertisement.
- Evaluation will use Prezi, PowerPoint
This document outlines ideas for three music video concepts for different songs. The first idea is for "7 Years" by Lukas Graham and would be a narrative music video told through black and white footage. The second idea is for "FLY" by Marshmello and would be a concept video combining animated clips of the artist flying with filmed footage. The third idea is a performance-based video of the student singing "Happier" by Marshmello & Bastille using green screen. Strengths and weaknesses of the ideas are discussed. The document settles on the idea for "FLY", describing Marshmello, the song, and a concept video using animation and filmed clips of balloons and flying. Research topics
The document provides biographical information on film director Jeff Orlowski and discusses some of his documentary films. It notes that Orlowski directed the 2020 Netflix documentary "The Social Dilemma" about the negative effects of social media. It examines some of his other documentaries such as "Chasing Ice" (2012) and "Chasing Coral" (2017) which focused on climate change. The document also provides a brief overview and analysis of the 2018 film "Searching" directed by Aneesh Chaganty, which portrayed the dangers of social media and technology through computer and smartphone screens.
This document provides a case study analysis of three music videos by the rap group Brockhampton: "Face", "Sweet", and "Boy Bye". It summarizes the key visual elements, styles, and techniques used in each video. For "Face", it notes the use of sped-up and slowed-down footage. "Sweet" is described as a unique single-shot video that contrasts dark and light halves. "Boy Bye" uses more jump cuts and unconventional camera angles. Overall, the case study examines how Brockhampton's abstract music videos diverge from typical rap conventions through their creative visual storytelling.
Here are the addresses and locations with any cast or permission requirements noted:
- Selby Canal – YO8 8QE (no cast required)
- Farmers Field at Flaxley Road, Selby. YO8 4DB (no cast required)
- Selby Bowling Alley – Unit 1, Bawtry Rd, Selby YO8 8NA (1 cast member required)
- York College – Sim Balk Ln, Bishopthorpe, York YO23 2BB (all in college cast required for some shots)
- Around York – York Piccadilly, York walls, York (1 cast member required for some shots)
This document provides guidance for completing a case study assignment on music video production. It is split into three tasks. Task 1 addresses the purposes of music videos and strategies employed. Task 2 focuses on styles, techniques and conventions of music video production. Task 3 requires analyzing a minimum of three music videos by an artist of choice, considering camerawork, editing, genre conventions, and critical approaches. Notes are provided on illustrating points made and adding slides as needed. The document emphasizes applying concepts from the provided lectures and examples to fully discuss the chosen videos.
The document discusses the purposes and techniques of music video production. The three main purposes are to entertain viewers, show the artist's brand/identity, and increase sales. Camerawork techniques discussed include close-ups of the artist's face to feel personal, wide shots to show the setting, and dynamic moving shots for excitement. Editing techniques include fast cut montages of various shots compiled together to make a continuous clip that transitions between shots in rhythm with the music.
This document provides guidance for completing a case study assignment on music video production. It is divided into three tasks. Task 1 addresses the purposes of music videos and strategies employed by labels and artists. Task 2 covers styles, techniques and conventions of music video production. Task 3 involves analyzing a minimum of three music videos, drawing on Tasks 1 and 2. The document emphasizes including illustrative images and examples to support points. It also notes that additional pages can be added if needed to fully respond to the questions.
This document provides guidance for completing a case study assignment on music video production. It outlines three tasks to be completed: 1) analyzing the purposes and strategies of music videos, 2) examining styles, techniques and conventions, and 3) conducting a case study of three or more music videos. For each task, questions are provided to help structure the response. The case study portion asks students to discuss style, techniques, intertextuality, camerawork, editing, genre conventions and critical approaches for the selected videos. Tips are included to incorporate images and make connections between examples.
William produced a documentary trailer and posters to promote a hypothetical documentary about Monty Oum, the creator of the animated web series RWBY. His research on existing works to emulate was detailed. He experimented with video editing techniques. Both of his poster designs effectively referenced Oum's work while conveying information. Though he rushed the second poster, William mostly stuck to his schedule. The trailer provided context on Oum and his influence through clips while the posters aesthetically honored his legacy. While proud of his work, William believes with more time he could have refined aspects, but achieved his goal of appealing to Oum's fans.
The document is a student's proposal for a music video project. It includes a rationale for the project, describing skills learned in previous media projects. It outlines the concept for a comedic music video focusing on a character. Research plans are described to study other artists and music videos. Evaluation methods are proposed, such as a daily development diary and final self-reflection. A bibliography lists potential sources for inspiration and research. A production schedule is included.
Chloe Ross proposes a mystery/thriller film project for her final major project. She will create a trailer, poster, and DVD covers for a serial killer film. Chloe has experience making videos, podcasts, and a horror trailer that have prepared her with skills in editing, sound design, and working within limitations. She will conduct research on film techniques by analyzing existing trailers and posters. Chloe has created a production schedule over 17 weeks for research, experiments, filming, editing, evaluation, and presentation of her final project.
The document is a proposal for a drama project set in York. It outlines the following key points:
1) The target audience is males and females aged 16-25 who enjoy mysteries and drama. Research will be conducted to understand their interests.
2) The concept is a drama filmed in York that will entertain through its fictional story, while also educating viewers about York's history and landmarks.
3) Research needs to be done on York's history, landmarks, and drama storytelling techniques to help bring the idea to life and improve filmmaking skills.
4) Evaluation will involve daily development diaries to analyze progress and areas for improvement throughout the project.
Lily Ajaib is proposing a short film project titled "Present" to be completed by Week 18. The concept is a thriller about a girl receiving a puzzle box that contains threatening messages. Lily will document the process through a production diary and evaluate the final project. Research will include studying techniques for building tension from the works of David Lynch and examining how other films use elements like sound, lighting, and composition to create atmosphere. Pre-production will involve planning, storyboarding, and securing locations and equipment. Principal photography and editing will occur between Weeks 8-11, with evaluation and a presentation in the final weeks.
Lily Ajaib proposes creating a short film about a girl receiving a puzzle box containing threatening messages. Over 18 months, Lily has developed skills in filmmaking including composition, lighting, audio, and organization. For this project, Lily will research suspense techniques, the works of David Lynch and David Fincher, and audience demographics. Lily will document the process through a production diary and conduct an evaluation. The project will involve pre-production planning, shooting, editing, and a final presentation.
My project will be a drama set in York aimed at 16-25 year olds. It will entertain with its storyline but also educate viewers about York's history and landmarks. I will research York, drama storytelling techniques, and audience demographics to inform my project. Over four weeks I will develop my idea, create a script, storyboard, shot list and film two scenes. I will evaluate my progress daily and reflect on outcomes.
The document is a proposal for a student film project titled "Journey to the Drawn City". Over the course of the project, the student will create an animated film trailer and accompanying poster in a style that makes it look hand drawn. The student has gained relevant skills from prior projects involving animation, video editing, and graphic design. They propose spending the first three weeks creating animated character movements and backgrounds in Photoshop and the fourth week editing the trailer together in Premier and composing original music to accompany it. They will evaluate their work through weekly development diaries and a final self-evaluation assessing time management, technical quality, and feedback from peers.
Chloe Ross proposes a mystery/thriller film trailer as her final major project. She will create a trailer, poster, DVD covers, and possibly merchandise for a serial killer film. Ross has experience making videos, podcasts, and a horror trailer that prepared her for the technical and creative challenges. She will research film techniques from influences like James Wan, Christopher Nolan, and Martin Scorsese. Ross will film scenes, edit the trailer, add sound effects, and create additional materials over 19 weeks. She will evaluate her work and skills throughout the process and present the final project.
Chloe Ross proposes to create a mystery/thriller film trailer for her final major project. She will research existing trailers, posters, and DVD covers from influences like James Wan, Christopher Nolan, and Martin Scorsese. Her concept is a serial killer mystery where victims are left with puzzle boxes and clues for a detective. She will film scenes, edit a trailer, and create additional promotional materials like posters and DVD covers. Chloe will evaluate her work throughout production and incorporate peer feedback to improve her final project.
Chloe Ross proposes to create a mystery/thriller film trailer for her final major project. She will research existing trailers, posters, and interviews to inform her project design. The trailer will feature a serial killer leaving puzzle boxes and recordings for a detective to solve murders. Ross plans to create additional promotional materials like posters and DVD covers. She will evaluate her work by reflecting on strengths, weaknesses, and receiving peer feedback to improve future projects.
Toby Jackson is proposing a documentary project about promoting tourism in Yorkshire. He will research, plan, film and edit a documentary focusing on the rural and countryside areas of Yorkshire to highlight undiscovered places for tourism. Toby has experience creating various media projects in college and will apply the research, planning, production and evaluation skills he has developed. He will conduct research on documentaries, tourism in Yorkshire and audience needs. Toby will create a script, storyboard and filming plan for production. During production, he will film footage, record a voiceover and edit the documentary. Toby will maintain a production diary and conduct evaluations to improve his work. Upon completion, he will produce an overall evaluation of the project.
This document contains a proposal for a short film project titled "Bitter Attachment". The proposed short film is a thriller about former best friends where one turns into a stalker. The target audience is 16-24 year olds. Production techniques that will be used include Foley sound recording and editing in Premier Pro. The schedule outlines 5 weeks of pre-production, filming, post-production, screening and evaluation. Research sources are cited.
Jack Roberts proposes to create a film trailer and posters for a serial killer thriller called "The Silenced". He will film scenes depicting a killer revealing details of past murders to a journalist after 15 years in prison. Roberts will research serial killer documentaries and film trailers in the genre for inspiration. He plans to shoot footage, edit the trailer over several weeks, and create color-graded short and full-length versions. Roberts will design posters and evaluate his work through daily reflections and a final self-reflection to assess what worked well and areas for improvement.
This document contains a student's proposal for a short film project. The proposal outlines the student's rationale and skills developed in the course that prepared them for the project. It provides details on the concept of a short film about someone who hates their neighbor and breaks into their house. The student discusses the importance of pre-production elements like a shot list and music selection. They propose a timeline that includes research, experiments, planning, production, evaluation, and a screening event. The goal is to direct a short film that demonstrates their skills and surpasses previous work.
The document proposes a short film project titled "Bitter Shot" targeted at 16-24 year olds. It will be a 60-90 second thriller about former best friends where one turns into a stalker trying to kill the other. Production techniques will include Foley sound recording and editing in Premier Pro. An ongoing evaluation process will be used to improve the project over its 5 week schedule, which includes pre-production, filming, post-production, and screening.
Andina Bispo de Souza proposes a horror film and poster project. She will tell the story of a girl who murders her friends during a party and then cannot remember what happened. Her skills in editing, filming, audio editing, Photoshop, and animation from previous projects will help her complete this film and poster. She has created a schedule over 9 weeks for research, pre-production, production, and evaluation. Research will include audience profiles, existing works, and experiments. Pre-production covers locations, equipment, personnel, storyboards, and permissions. Production will be documented. Evaluation will assess her work and get peer feedback to improve.
This proposal outlines a student's plan to create a film trailer for their final project. The student will create a trailer for a film about a serial killer revealing how they killed victims. Research will include prisons, serial killers, and analyzing similar film trailers. Production will involve filming, editing, and creating promotional posters. Progress will be evaluated through daily reflections and a final self-reflection to improve skills for future work.
The document discusses how the student used media technologies in producing their documentary project. They researched existing documentaries to plan their production about a serial killer. They used websites like Google, Netflix, and YouTube to research and watch clips. Planning involved writing ideas, creating a storyboard and animatic. Filming used a digital and still camera. Post-production used Adobe Premiere. Ancillary tasks included a poster made in Photoshop and a magazine interview made in Publisher. Feedback was gathered through a showcase and the student made changes like adding transitions and a microphone. The documentary incorporated conventions like handheld shots while also challenging some by not featuring the subject and using cross-cutting in interviews.
Luke Simpson proposes creating a short thriller film called "Third Eye" for his final major project. He will use filmmaking skills learned at college, such as editing and pacing. The film's concept involves a paranoid man whose home security system is hacked, making him believe an intruder is in his house. Research will include studying audience demographics and similar thriller films. Techniques like CCTV footage will be employed. The film will be evaluated through weekly reflections, feedback, and self-review to improve storytelling skills. Specific pre-production, production, and post-production tasks are outlined for each week.
The student proposes creating a film trailer for a serial killer revealing details of past crimes. Research will include prisons, serial killers' behaviors and film trailers in the crime thriller genre. Evaluation will involve daily reflections and a final self-assessment, analyzing outcomes and developing skills for future study. Sources for inspiration and information will consist of interviews, film playlists, trailers, books and a primary source interview with a serial killer.
TV Studio Production Critical Evaluation.docxHarryBorwell
This document discusses the evolution of global TV quiz show formats. It provides background on how formats become global through adaptation and gives examples like Strictly Come Dancing. Game shows originated in the 1930s and grew popular on radio and TV in the 1950s as prizes increased. Formats now earn over $200 billion annually. The document also evaluates a student TV pilot for "Are You Smarter Than An AI?" and the roles of production coordinator and vision mixer played by the author.
Are You Smarter Than An AI Planning Document (1).pptxHarryBorwell
The document outlines the planning for a TV show called "Are You Smarter Than An AI?". It details the pre-production tasks and schedule, production schedule, job roles and equipment needed. Contingency plans are provided to address potential issues during pre-production, production and post-production such as contestants pulling out or equipment failure. The resource list details the filming equipment and software that will be used such as cameras, microphones, lighting and editing software.
Analysis - Jim Parson's Performance In The Big Bang Theory.pptxHarryBorwell
The document analyzes Jim Parsons' performances as Sheldon Cooper in the pilot episode and final episode of The Big Bang Theory. In the pilot episode, Sheldon is portrayed as arrogant and nervous when meeting his new neighbor Penny. In the final episode, Sheldon gives a heartfelt Nobel Prize acceptance speech that shows his character development into someone more caring and inclusive. Parsons immerses himself in both performances, but seems more confident in the final episode after playing the character for 12 years.
The document summarizes characters from the 1997 Disney film "Tower of Terror". It describes Buzzy Crocker, a journalist investigating mysterious disappearances at an abandoned hotel, as ambitious but exploitative. His boss Jill Perry is described as no-nonsense and wanting to avoid distractions from Buzzy. Buzzy's sister Patricia is depicted as wanting commitments to be followed through and easily let down.
The document outlines a shooting script with 13 shots describing the camera angles, movements, framing, and interactions between characters Ellie and Johnathon. The shots include Ellie opening the door for Johnathon, them talking in the hallway and living room, the phone ringing twice with Ellie telling Johnathon not to answer, and their reactions to realizing who is calling.
This document summarizes the student's reflections on various directing assignments they completed. For their first assignment analyzing Jim Parsons' performance in The Big Bang Theory, they compared the pilot and final episodes but found it challenging to analyze without full scripts. They then applied Konstantin Stanislavski's acting method to understand Parsons' performances. For their next assignment visualizing a film scene, they chose the opening of Tower of Terror and created a shot list to explain their vision. In working with actors, they choreographed a scene from Happy Valley. They applied Stanislavski's techniques to create believable objectives. Overall, they felt directing went well but they lacked confidence and used too many adjectives with actors. They
The document describes 6 shots for a film scene. Shot 001 shows Johnathon entering Ellie's house and looking around as Ellie lets him in. Shot 002 shows them sitting on the sofa chatting as the camera stays still. Shot 003 shows the ringing phone from a high angle. Shot 004 shows them turning to look at the ringing phone. Shot 005 again shows the ringing phone from a high angle. Shot 006 shows them turning back to the phone ringing and Johnathon acting strangely as Ellie explains her job.
The TV or Film producer oversees the financial, creative, and practical sides of a production. They require strong planning skills like budgets and schedules, leadership to manage crews, and flexibility. Duties include pitching ideas, securing locations and resources, and hiring crew members.
For a music video, the group pitched song ideas and chose "Absolutely Smitten." They filmed establishing shots along a riverbank in autumn colors to set a warm, calming tone. Interior shots used yellow lighting for coziness, while exterior used natural light. Costumes were neutral autumn tones to look subtle. Pre-production included schedules, budgets, storyboards, and casting actors. Strong planning gave a clear vision.
This document outlines the planning and scheduling for a short film challenge. It includes:
- A filming schedule across three days in December for rehearsals, practice shoots, and scenes to be filmed both inside and outside the studio.
- A props list including a watch and kitchen knife.
- Contingency plans for potential filming issues like actor availability, delays, or COVID-19, and solutions like scheduling backups or rearranging.
- Contingency plans for technology problems during editing like corrupted files, computer crashes, or failed storage devices, and solutions like taking extra shots or saving work in multiple locations.
The document outlines the nine key stages of the pre-production process: 1) finalizing the script, 2) creating storyboards and shot lists, 3) recruiting the crew, 4) scouting locations, 5) creating a budget, 6) selecting equipment, 7) clearing red tape, 8) recruiting cast, and 9) rehearsals. It also discusses four common headings used to organize pre-production tasks (scripting/pitching, legal/budgets, creative planning, and logistics) and provides details on various pre-production sub-processes like script writing components, budgeting sections, and the five steps of the logistics process.
Chris and his son Jack are bored on a rainy summer day. While sitting on the sofa in their living room, Jack looks up activities on his iPad and notices a new nearby water adventure park they would both enjoy. He shows Chris, and they excitedly decide to go.
Max, Harry, and Rob are students living together in London. They are sitting on their balcony discussing their coursework when Harry receives a notification about an upcoming Lego Festival. Rob and Harry want to attend, but Max is unsure due to worries about large crowds. Harry and Rob reassure Max that they will go with him and he decides to attend with his friends.
Sheldon and Amy receive their Nobel Prizes for discovering Super A-Symmetry as their friends travel to Stockholm to see them. The scene uses classical filmmaking techniques and comedy in a light-hearted way, such as when Sheldon accidentally reveals Penny's pregnancy to the audience. It also uses psychoanalytic theory, with Amy encouraging others to pursue their dreams. The scene symbolizes Sheldon's gratitude for the people in his life.
The document discusses the role of a production manager in the television industry. A production manager oversees the business, financial, and recruitment aspects of a production. They draw up budgets, schedules, and risk assessments. They are also responsible for hiring crew and sourcing equipment and props. The document then outlines the skills needed for the role, such as communication, organization, problem-solving, and computer literacy. It discusses the current skills gap in the television industry and efforts being made to attract new talent, such as training programs. Finally, it provides a case study of one production manager's career progression over 10 years from graduation to obtaining her current role.
Transmedia storytelling allows consumers to experience a story through various entry points to attract attention and expand the market. The Big Bang Theory offers products like a Monopoly board game that let fans experience the story differently. A proposed transmedia project is a trivia game where players answer science questions as Leonard to view more of the apartment where he first met Sheldon. The game aims to educate and entertain fans by exploring this point in the story through interactivity and immersion.
Three Minute Wonder Filming Schedule.pptxHarryBorwell
Harry Borwell created a filming and editing schedule for his three minute wonder project about his Lego collection. The filming schedule spanned four days in December 2020 and included filming an introduction, showing parts of his Lego collection, building a Lego town, and interviewing Matthew. The editing schedule occurred in January 2021, with tasks including putting together introduction, collection, interview, and town building footage, and adding music and voiceovers to complete the project.
This document outlines a filming plan that includes 7 shots of a Lego model display in a dining room. Shot 001 will introduce the host sitting by the display for 10 seconds. Shot 002 will do a pull focus on the Lego models for 5-10 seconds. Shots 003 and 004 will each pan upwards to reveal different rows of the Lego model display over 10 seconds each.
This document outlines the filming schedule, equipment and props list, and contingency planning for a music video production. It includes:
- A filming schedule from November 4th to 21st with locations and tasks completed.
- An equipment list including camera, lighting kit, and tripod. A props list of a water bottle, coffee cup, and board games.
- Contingency plans for potential problems like actors being unavailable, weather issues, and COVID-19 isolation. Backup solutions involve scheduling extra filming days or finding replacement crew members.
- Contingency plans for technology problems like corrupted files, computer crashes, and hard drive failures. Solutions center around creating multiple copies and backups of footage and project files
I have accepted offers from Futureworks and York St John universities, with Futureworks being my first choice and York St John my second. Both universities want me to achieve at least a Merit grade in my final exams.
This document contains pre-production plans and details for a film project, including locations, floorplans, set designs, crew roles, equipment needs, and deadlines. Locations include a newsroom, prison cell, and areas around York. Floorplans show lighting and camera placements for filming in a newsroom set. Crew roles include actors and those operating camera and lighting. A Gantt chart lists tasks and deadlines, with production scheduled from late April to mid May.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Proposal
1
DELETE SUPPORT COMMENTS IN RED AFTER WRIING SECTION
Centre Name and Number:
York College 48357
Student Name and Number: Harry Borwell 336973
Project proposal title and date: Of The Night by Bastille
Main area of activity: Film/Music video
Rationale: 150 words approx.
Review your progress throughout the 2 years- what products have you made and what skills and knowledge have you acquired? How will you use those skills?
During the course I’ve made a TV advert, Radio Drama, music video, a TV Comedy, a TV Drama and a factual project.
In the TV advert, I learnt how to use Premiere Pro because I had never used it before. I learnt how to cut scenes down using the extract tool, and how to adjust the brightness to
make a scene lighter or darker. And I learnt how to make a sting advert.
In the radio drama, I learnt how to write a script, make a production schedule and make a list of everything I needed. I learnt how to use the Zoom microphone to record actors’ voices
and record sound effects. I learnt how to edit sounds using the reverb tool to make the ghosts voice echo and sound dramatic.
In the music video, I learnt about Audience Classifications, Psychographics and Uses and Gratifications. For the production, I learnt how to write a script in more detail, I made a
storyboard and made a shot list which was really useful for filming.
For my TV Comedy, I made a parody to ‘The Big Bang Theory’. I learnt about the different comedy elements.
For my TV Drama, I learnt how to write a script professionally using ‘Courier’ font and I learnt about what the different camera angles mean, and what the composition of each
character means. Also, in Premiere Pro, I learnt how to
For my factual project, the original idea was based around Ice Skating, but it had to change to a project on ‘Yorkshire Winter Wonderland’. In this project, I learnt about how to
interview somebody, I learnt how to set the filming equipment up for an interview, and in Premiere Pro, I learnt how to make an animation move using key frames.
2. Proposal
2
My last music video was about someone who had been framed for murder and was found guilty and was sent to prison. His friends helped him to escape and they all fled the country.
It had an impact on the audience because it was humorous and it kept them entertained.
Project Concept:
I’m making a music video which is a continuation of my previous music video. My previous music video is about someone who was framed for a crime he didn’t commit. He was sent
to prison for it, but his friends helped him escape and they fled the country. This music video will be about the prisoner being caught by the police. The police will be alerted of his
escape and they will be on the streets looking for him. While the police are out looking for him, some CCTV footage will come along with the prisoner walking on one of the streets.
The police will go to the street and they will look for him there. Once they see him, they will start chasing after him, but what will happen in the chase? Will the prisoner shoot one of
the officers? Or will the officers catch up with him, arrest him and send him back to prison?
I will need to research 5 music videos I’m thinking of using. Once I’ve looked at all 5 I will make a decision on which one to use and will come up with an idea which is suitable for the
tone of the soundtrack. During the research, I will look at whether the video is performance based or if it has a narrative. I will look at the storyline/message behind it. I will also look at
the framing, camera angles, shot selection, composition of the characters, costumes, lighting, colour schemes, settings tone/mood, props and audience appeal.
How will the project be evaluated and reviewed:
I plan to review my work at the end of each day by writing up a development diary. In my diary I will write about what I did, how I did something and why I did it. I will write about what
went well, what didn’t go well and what to improve. Also, I will screenshot any work which will reference what I talk about in my development diary. This will prove the work I have
done. This process will help me because it will tell me what I can do, what I struggle with and what I need to improve on. If I have any time during the project, I will go back and
improve anything that needs improving. This will help the project look better because I will have gone back and fixed something.
Reference conducting on-going evaluation (Production Reflections) and your final self-reflection (Evaluation), analysing your work and its outcomes.
How will this process help developing your working practices as you continue with your study/media career?
3. Proposal
3
Bibliography:
Minimumof 10 sourcesthat youcoulduse for your project.These canbe existingproducts,usedforinspiration.Orbookslookedatforthe theoryresearch.Make sure you geta
mixture of booksandproducts.Limityourself tonomore than 2 websitesif possible (youcanputGoogle Booklinkslike BooksonNeil’sToolbox). Considergalleries,books,
magazines, journals, films,computergames, websites,blogs,socialmedia, radioprogrammes,archivematerial,podcastsetc.
Thismust include atleast2 primarysourcesof information- tweakSource 1and 2 to fit.
Alphabetise the listwhencomplete (highlightthesourcesandclick the SORT button- ithasan A-Zandanarrowpointingdownonit).
Research
1. Years and Years. (2015). Shine - Years and Years. Available: https://www.youtube.com/watch?v=hXTAn4ELEwM. Last accessed 7th February 2020.
2. EminemMusic. (2013). Eminem ft. Rihanna - The Monster (Explicit) [Official Video]. Available: Eminem ft. Rihanna - The Monster (Explicit) [Official Video]. Last accessed
13th February 2020.
3. Charli XCX. (2015). Charli XCX - Doing It ft.Rita Ora [Official Video]. Available: https://www.youtube.com/watch?v=Km3agvlyRmM. Last accessed 13th February 2020.
4. BASTILLEvideos. (2013). Bastille - Of The Night (Official Music Video). Available: Bastille - Of The Night (Official Music Video). Last accessed 13th February 2020.
5. Sia. (2014). Sia - Chandelier (Official Music Video). Available: https://www.youtube.com/watch?v=2vjPBrBU-TM. Last accessed 14th February 2020.
6. Angeline Trevena. (2014). SIA – CHANDELIER (SINGLE REVIEW). Available: https://vulturehound.co.uk/2014/05/sia-chandelier-single-review/. Last accessed 14th
February 2020.
7. Anna Mullendore. (2015). Sia Review – “Chandelier” and “Elastic Heart”. Available: https://www.thekirkwoodcall.com/entertainment/2015/02/05/sia-review-chandelier-and-
elastic-heart/. Last accessed 14th February 2020.
8. David Kleiler & Robert Moses (1997). MAKING MUSIC VIDEOS. New York: Three Rivers Press. 49-172.
Context Research
9. Wikipedia. (2020). David LaChapelle. Available: https://en.wikipedia.org/wiki/David_LaChapelle#Videography. Last accessed 23rd February 2020.
10. florencemachine. (2012). Florence + The Machine - Spectrum. Available: https://www.youtube.com/watch?v=iC-_lVzdiFE. Last accessed 23rd February 2020.
11. Britney Spears. (2009). Britney Spears - Everytime (Official Video). Available: https://www.youtube.com/watch?v=8YzabSdk7ZA. Last accessed 23rd February 2020.
4. Proposal
4
12. Jennifer Lopez. (2009). Jennifer Lopez - Get Right. Available: https://www.youtube.com/watch?v=1WIsnC-h1d0. Last accessed 23rd February 2020.
13. Wikipedia. (2020). Hype Williams. Available: https://en.wikipedia.org/wiki/Hype_Williams. Last accessed 23rd February 2020.
Week Day Lesson Task Completed? Yes/No
1 (Pre-
production)
(Proposal
and
Background
research)
Tuesday 21st January
2020
1 Start Context research. Look for 3 to 5 music video directors who have worked on pop music videos.
Continue working on this in my spare time.
Tuesday 28th January
2020
1 Start writing up Pre-proposal.
Tuesday 28th January
2020
2 Continue writing up pre-proposal. This should be finished by the end of this lesson. At 11:45am write up
development diary for today.
Thursday 30th January
2020
All
Day
Manchester University Interviews.
Friday 31st January 2020 1 Start writing up Proposal – work on Title and Rationale. These should be finished by the end of this lesson.
Friday 31st January 2020 2 Continue writing up proposal – write up project concept. This should be finished by the end of this lesson.
Friday 31st January 2020 3 Continue writing up Proposal – write up how to evaluate the project, and write up bibliography. These
should be finished by the end of this lesson.
Friday 31st January 2020 4 Continue writing up proposal – start writing up production schedule.
At 4pm Write up development diary for today
Finish any unfinished work over the weekend
Context research
Pre-Proposal
Proposal
Week 2
(primary
and
secondary
Research)
Tuesday 4th February 1 Write up development diary.
Start Primary Research – make a survey.
Tuesday 4th February 2 Continue making survey. This should be finished and sent to people by the end of this lesson.
At 11:45 write up development diary for today.
Thursday 6th February 1 Write up my introduction to audience research. This should be finished by the end of this lesson.
Thursday 6th February 2 Start researching existing music videos. Research ‘Shine’ by Years and Years.
Thursday 6th February 3 Continue researching existing music videos – continue researching ‘Shine’ by Years and Years. This should
5. Proposal
5
be finished by the end of this lesson.
Thursday 6th February 4 Continue researching existing music videos. Start researching ‘Doing It’ music video by Charli XCX and
Rita Ora.
At 4pm write up development diary for today.
Friday 7th February 1 Continue researching existing music videos. Continue researching ‘Doing It’ By Charli XCX and Rita Ora.
This should be finished by the end of this lesson.
Friday 7th February 2 Continue researching existing music videos. Start researching ‘The Monster’ by Eminem and Rihanna.
Friday 7th February 3 Continue researching existing music videos. Continue researching ‘The Monster’ by Eminem and Rihanna.
This should be finished by the end of this lesson.
Friday 7th February 4 Continue researching existing music videos. Start researching ‘Of The Night’ by Bastille.
At 4pm write up development diary for today.
Finish any unfinished work over the weekend
Of The Night by Bastille
Chandelier by Sia
Week 3
(primary
and
secondary
research)
Tuesday 11th February 1 Write up development diary.
Tuesday 11th February 2 Start researching production techniques. Start with ‘Using the DSLR Camera’.
At 11:45 write up development diary for today
Thursday 13th February 1 Continue researching production techniques. Start researching ‘How to use the BoomMicrophone’. This
should be finished by the end of this lesson.
Thursday 13th February 2 Continue researching production techniques. Start researching ‘lighting’. This should be finished by the end
of this lesson.
Thursday 13th February 3 Continue researching production techniques. Research ‘How to use the green screen’.
Thursday 13th February 4 Continue researching production techniques. Research Premiere Pro Tutorials.
At 4pm write up development diary for today.
Friday 14th February 1 Continue researching production techniques. Research Premiere Pro Tutorials.
Friday 14th February 2 Continue researching production techniques. Research Premiere Pro Tutorials.
Friday 14th February 3 Continue researching production techniques. Research Premiere Pro Tutorials. This should be finished by
the end of this lesson.
Friday 14th February 4 Continue researching production techniques. Research Photoshop Tutorials.
At 4pm write up development diary for today
Finish any theory from the last three weeks over half term
Context research
Existing Product Research
Proposal
6. Proposal
6
Production Techniques
Any other secondary research
Collect Survey results and analyse them
Make mind maps for music videos
Submit all work to website
Week 4
(problem
solving)
Tuesday 25th February 1 Write up development diary
Tuesday 25th February 2 Continue writing up development diary. This should be finished by the end of this lesson.
At 11:45 write up development diary for today.
Thursday 27th February 1 Start Problem Solving PowerPoint. Start looking at problems that could happen with the camera and Boom
Microphone. These slides should be finished by the end of this lesson.
Thursday 27th February 2 Continue problem solving. Look at Power and storage slides. These slides should be finished by the end of
this lesson.
Thursday 27th February 3 Continue problem solving. Look at Backing up and software slides. These slides should be finished by the
end of this lesson.
Thursday 27th February 4 Continue problem solving. Look at Ability and Technique slides.
At 4pm write up development diary for today
Friday 28th February 1 Continue problem solving. Continue with ability and technique slides. These slides should be finished by
the end of this lesson.
Friday 28th February 2 Continue problem solving. Work on ‘Anything related to production’ slide and start theoretical problems
‘working outside’. These slides should be finished by the end of this lesson.
Friday 28th February 3 Continue problem solving. Work on ‘Unwanted noise’ and ‘Actors and Extras’ slides. These slides should
be finished by the end of this lesson.
Friday 28th February 4 Continue problem solving. Work out ‘Transport and locations’ slides.
At 4pm write up development diary for today
Finish any unfinished work over the weekend
Problem Solving PowerPoint
Week 5
(Problem
Solving)
Tuesday 3rd March 1 Write up development diary.
Tuesday 3rd March 2 Continue writing up development diary. This should be finished by the end of this lesson.
Thursday 5th March 1 Start Experiments. Go around college and practice using the camera. Film anything in college.
Thursday 5th March 2 Edit the footage collected from last lesson.
Thursday 5th March 3 Start experiments for my music video. Film in the studio if it’s available. If not then film in another quiet
location in college.
Thursday 5th March 4 Edit the footage collected from last lesson.
At 4pm write up development diary for today
Friday 6th March 1 Continue editing footage collected yesterday afternoon. This should be finished by the end of this lesson.
Friday 6th March 2 Start working on initial ideas – mind maps
7. Proposal
7
Friday 6th March 3 Continue working on initial ideas – mind maps.
Collect Kit at break
Friday 6th March 4 Continue working on initial ideas. At 4pm write up development diary for today
Finish any unfinished work over the weekend
Problem Solving PowerPoint
Practice using the camera at home.
Week 6
(Pre-
Production
and
Planning)
Tuesday 10th March 1 Write up development diary
Tuesday 10th March 2 Continue working on development diary. This should be finished by the end of this lesson.
Thursday 12th March 1 Start working on pre-production. Start working on contingency plans.
Thursday 12th March 2 Continue working on contingency plans. This should be finished by the end of this lesson.
Thursday 12th March 3 Start working on Health and Safety.
Thursday 12th March 4 Continue working on Health and Safety. This should be finished by the end of this lesson.
At 4pm write up development diary for today
Friday 13th March 1 Continue working on Pre-Production. Make a mood board. This should be finished by the end of this
lesson.
Friday 13th March 2 Make a style sheet. Style sheet should be finished by the end of this lesson.
Friday 13th March 3 Start making storyboard
Friday 13th March 4 Continue making storyboard.
At 4pm Write up development diary
Finish any unfinished over the weekend
Storyboard
Week 7
(Pre-
Production
and
planning)
Tuesday 17th March 1 Write up development diary
Tuesday 17th March 2 Continue working on development diary. This should be finished by the end of this lesson.
Thursday 19th March 1 Start writing up shot list.
Thursday 19th March 2 Continue writing up shot list.
Thursday 19th March 3 Continue writing up shot list. Shot list should be finished by the end of this lesson.
Thursday 19th March 4 Write up resources list. Resource list should be finished by the end of this lesson.
At 4pm write up development diary for today.
Friday 20th March 1 Make music/sound effects list. This should be finished by the end of this lesson.
Friday 20th March 2 Make a location list. Go out and take photos of locations I will be using. This should be finished by the end
of this lesson.
Friday 20th March 3 Start making production schedule
Friday 20th March 4 Continue making production schedule.
At 4pm write up development diary for today.
Finish any unfinished work over the weekend
Production Schedule
8. Proposal
8
Week 8
(Production)
Tuesday 24th March 1 Write up development diary
Tuesday 24th March 2 Continue working on development diary. This should be finished by the end of this lesson.
Thursday 26th March 1
Thursday 26th March 2
Thursday 26th March 3
Thursday 26th March 4 At 4pm write up development diary for today.
Friday 27th March 1
Friday 27th March 2
Friday 27th March 3
Friday 27th March 4 At 4pm write up development diary for today.
Week 9
(Production)
Tuesday 31st March 1 Write up development diary
Tuesday 31st March 2 Continue working on development diary. This should be finished by the end of this lesson.
Thursday 2nd April 1
Thursday 2nd April 2
Thursday 2nd April 3
Thursday 2nd April 4 At 4pm write up development diary for today.
Friday 3rd April Not in college
Finish any unfinished work over the holidays
Week 10
(Production)
Tuesday 21st April 1 Write up development diary
Tuesday 21st April 2
Thursday 23rd April 1
Thursday 23rd April 2
Thursday 23rd April 3
Thursday 23rd April 4 At 4pm write up development diary for today.
Friday 24th April 1
Friday 24th April 2
Friday 24th April 3
Friday 24th April 4 At 4pm write up development diary for today.
Finish any unfinished work over the weekend
Week 11
(Production)
Tuesday 28th April 1 Write up development diary
Tuesday 28th April 2
Thursday 30th April 1
Thursday 30th April 2
Thursday 30th April 3
Thursday 30th April 4 At 4pm write up development diary for today.
9. Proposal
9
Friday 1st May 1
Friday 1st May 2
Friday 1st May 3
Friday 1st May 4 At 4pm write up development diary for today.
Do NOT do any work over the weekend (BIRTHDAY WEEKEND)
Tuesday 5th May 1 Write up development diary
Tuesday 5th May 2
Thursday 7th May 1
Thursday 7th May 2
Thursday 7th May 3
Thursday 7th May 4 At 4pm write up development diary for today.
Friday 8th May Bank Holiday
Finish any unfinished work over the weekend
Week 12
(Production)
Tuesday 12th May 1 Write up development diary
Tuesday 12th May 2
Thursday 14th May 1
Thursday 14th May 2
Thursday 14th May 3
Thursday 14th May 4 At 4pm write up development diary for today.
Friday 15th May 1
Friday 15th May 2
Friday 15th May 3
Friday 15th May 4 At 4pm write up development diary for today.
Finish any unfinished work over the weekend
Week 13
(Evaluation)
Tuesday 19th May 1 Write up development diary
Tuesday 19th May 2 Continue writing up development diary. This should be finished by the end of this lesson.
Thursday 21th May 1 Start writing up evaluation. Start with background research.
Thursday 21th May 2 Continue working on evaluation. Continue writing up background research.
Thursday 21th May 3
Thursday 21th May 4
Friday 22nd May 1
Friday 22nd May 2
Friday 22nd May 3
Friday 22nd May 4
Finish any unfinished work over the weekend
Week 14 Tuesday 2nd June 1
10. Proposal
10
(Evaluation) Tuesday 2nd June 2
Thursday 4th June 1
Thursday 4th June 2
Thursday 4th June 3
Thursday 4th June 4
Friday 5th June 1
Friday 5th June 2
Friday 5th June 3
Friday 5th June 4
Finish any unfinished work over the weekend
Week 15
(Evaluation)
Tuesday 9th June 1
Tuesday 9th June 2
Thursday 11th June 1
Thursday 11th June 2
Thursday 11th June 3
Thursday 11th June 4
Friday 12th June 1
Friday 12th June 2
Friday 12th June 3
Friday 12th June
(Deadline)
4 Upload everything to website
Finish any unfinished work over the weekend
Week 16
(Moderation)
Tuesday 16th June 1
Tuesday 16th June 2
Thursday 18th June 1
Thursday 18th June 2
Thursday 18th June 3
Thursday 18th June 4
Friday 19th June 1
Friday 19th June 2
Friday 19th June 3
Friday 19th June 4
Week 17
(Show
Preparation)
Tuesday 23rd June 1
Tuesday 23rd June 2
Thursday 25th June 1
Thursday 25th June 2
Thursday 25th June 3
11. Proposal
11
Thursday 25th June 4
Friday 26th June 1
Friday 26th June 2
Friday 26th June 3
Friday 26th June 4
Finish any unfinished show preparation over the weekend
Week 18
(Show)
Tuesday 30th June Show