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.

1. Katie and Frankie

2. PRE-PRODUCTION

3. BRIEF/CLIENT
Discuss the brief. Discuss who the client is, and what the
expectations are.
The brief is a 30 to 60 second corporate promotional video.
The client for this project is the Creative Media Production
department for York College. The client expects an
informative and interesting promotional video aimed at an
audience of 15-18 year old students. The content of the video
should feature an interview and show a variety of rooms and
areas in the college. Inclusion of motion graphics is
preferable. The target audience are high school leavers and it
is important to show them the contents of the course and the
opinions of current students. For this market, we intend on
persuading using visuals and demonstrating the course’s
content in an entertaining and modern way.

4. EXISTING PRODUCTS
FROM SIMILAR CLIENTS
Link the video. Discuss similarities and contrasts, conventions such as shooting techniques, interviews, logo/branding,
music etc.
Wilberforce College introduce their course with a series of establishing shots of
students in the college. The footage has been sped up to create the sense of a busy and
full-on atmosphere. This contrasts the Sheffield University promotional video
introduction where the campus appears to be empty as they show the viewer around. In
the Wilberforce College video, they use an iris transition to move from the introduction
to interviews with the students, which gives the video a fun but clean and professional
feel. Motion graphics are used in the form of titles, giving the viewer the students
names while they talk about the course and creating a sense of familiarity for viewers
and potential students of the college. The cartoon graphic alongside powerful trumpet
music adds a humorous edge to the video, reflecting that the students are able to be
creative and enjoy the projects that they are working on, while also showing off a
technique learnt on the course. The camerawork in the video varies between close-up
and medium close -up shots for interviews and long tracking shots in the classroom.
The camera movement is used to break up the interviews and keep the viewer engaged
in the video. This promotional video is a lot longer than the promo for Sheffield
University and is entertaining but perhaps too long to hold the audience's attention.
However, the diversity of shot, camera angles and inclusion of music and sound effects
keeps the viewers engaged.
https://www.youtube.com/watch?v=eiIDDce26SM

5. EXISTING PRODUCTS
FROM SIMILAR CLIENTS
This promotional video uses a more personal approach when introducing the video by
establishing the outside of the university and then using a series of establishing and
tracking shots to follow the gentleman inside the university as he talks about the what
the university has to offer, while you can visually see what the building both inside and
outside looks like. The first establishing shot follows on from the narrative were they
tell the audience to come inside, linking the first person narrative to the change of shot,
were the establishing shot is used with a pan to show the atrium. This contrasts
Wilberforce college due to the fact that there is nobody within the frame during the
establishing shot nor is there actually anybody outside the university ethier. This
highlights that the video focus more on the subject on the course rather than the overall
atmosphere of the college, this is further emphasized during the several shots of the
university software and the equipment, which featured a motion tracing shot to label the
different equipment that they have to offer.
The logo and graphic at the end is very overpowering to the audience and they can’t
really grasp all the information without pausing the video which seems to miss the mark
at who the target audience is. The only fault that there is with this video is that the aim
of the video I believe is to showcase the course and the equipment and what it can do,
shown from the different cutaway shots but yet the actual footage within the video
misses the mark by being out of focus or unsteady, when they could have used a tripod
to fix this, not to mention the video highlighted the use of audio equipment yet the audio
throughout the video was staticy and hard to understand in places, more so in the
interviews. The concept and the general idea is good for the target audience but the
execution fails to hit the target.
https://www.youtube.com/watch?v=oTk9lcH8ls8
Sheffield

6. INITIAL IDEAS
Graphic
of college
logo
(powerpoint
imploded so
here’s a
screenshot
of my work
before it
crashed,
sorry)

7. PROPOSAL
Discuss what you intend to create.
We intend to create an informative yet creative promotional video for York College Creative Media. The
video will include demonstrative and practical examples of what the course has to offer. We intend on
achieving this in a fun and visually interesting style, in which a student talks about the course, while
appearing in the content created. This will not only demonstrate the practicality of the course but also
the friendly atmosphere created. To do this we will explore techniques learnt on the course and put
those into practice before the viewers eyes, attracting the high school leaver target audience as they
will be able to engage in the work offered. For example, the viewer will be introduced to the college by
a current student, who will talk about the course and what they’ve learnt. This will be demonstrated
visually, for example, the student will appear in an image on someone’s print magazine cover, and talk
from there. The camera will then move to a studio (for example) where the student will step onto a
green screen. We aim to include motion graphics, digital animation and a variety of camera movement
to keep the viewer entertained. A interviews are generally considered to be the least interesting aspect
of a promotional video, we aim to do ours in an unconventional manner, presenting the interview in a
premiere pro editing project that is being edited (Eg, person clicks clip and it plays back). The video
will consist narrative and a music soundtrack to enhance the visual aspects of the video, this makes
the video informative as well as entertaining. Our video will also include the college logo which will be
present the start of the video incorporated with a fade transition, to introduce the college. Our
promotional video will be about a minute long as this is long enough to show the target audience
what the course is about but short enough to keep them engaged and create enthusiasm to learn
more about the course. This also fits within the clients brief and we feel that our video will represent
the service in a positive and informative way.

8. RESOURCES
Discuss the equipment required.
Some of the basic equipment that we will need to complete this project will be Premiere
Pro, After Effects, and Photoshop. We will also need other equipment such as a camera
and a tripod to be able to record the footage. Due to the fact that a lot of the footage that
we will be using will be superimposed we will also need the use of an audio recorder to
be able to sync the script.
Finally we also be using the green screen within the video not only to show the
audience the available equipment but also to visually demonstrate the use of the
equipment as well.
For the final shot we will also be needing a graphics tablet as that is something that we
are using/demonstrating within the video as well as part of what the course has to offer.
The standard equipment will already be available to use but due to the fact that we also
need the green screen, graphics tablet as well as a slider we will need to fill out a
booking form before we film to make sure that we have the necessary equipment need
for the shots.
All the equipment such as the graphics tablet, sound recorder, slider, tripod and camera
will be booked from college.

9. ROLES
Director: Frankie & Katie
The directors of the product are in charge of production and the progress being made. We will work
together to get the desired outcome from our project and each input ideas and methods of
production.
Producer: Frankie & Katie
The producers job is to plan and coordinate production and make it happen. We have created a
thorough breakdown of production and put it into a timescale so that we can stay on track.
Scripting: Frankie & Katie
We are writing and storyboarding the product together to meet the requirements of the client. We will
be scripting the promotional video with expressive and persuasive language to meet the needs of the
target audience.
Camerawork: Katie
I will be doing the majority of filming for this project. Frankie and i have planned how it is going to be
shot in detail so my job is to stick to the plan and take good quality footage to edit later.
Soundwork: Frankie & Katie
We will record sound separately with a sound recorder so it is easier to sync audio to visuals in post
production .
Editing: Frankie & Katie
Due to the amount of post production within the video we will be working as a pair to create the final
video, we will break this down so that the work is split equally between us.
Acting: Frankie, Katie, Ethan, Nat
Frankie main actor, starring within the studio and classroom. Katie, Ethan and Nat supporting, staring
within the classroom setting. All have a responsibility to turn up on time and work efficiently to the
schedule given. If given any lines they will make sure that they are learnt or they have some
understanding of what they have to say before starting.

10. STRUCTURAL BREAKDOWN
Shot Approx
Length
What
happens?
Visual
Notes
Audio
Notes
Equipment
Logo on
screen
3 Seconds Fades into
shot of
student
Beginning of
backing
track
Premiere
pro / after
effects
Student
introducing
college
5 seconds Student
introduces
viewer to
college and
goes inside
Med shot,
person
moves away
from cam
Reduce
backing
track. Add
vocal
Camera
Tripod
Sound
Recorder
High angle of
students
entering
atrium. Sped
up.
3 Seconds People
coming and
going from
college main
building
Footage is
sped up to
give effect
Backing
music
increased
again
Camera
Tripod
Long shot of
students
entering
classroom
2 seconds Students
walk into the
classroom
Footage is
sped up
Backing
music
Camera
Tripod

11. STRUCTURAL BREAKDOWN

12. STRUCTURAL BREAKDOWN

13. SCHEDULE AND TIMESCALE
Day Activity
15th Jan Planning and pre-production
17th Tests, Scripting
19th Filming in studio
22nd Filming in classroom / rotoscope animation
25th End of filming / Beginning of post production
26th Post production
29th Submission of product.

14. RISK ASSESSMENT
Hazard / Risk How it affects production Solution
Studio: Tripping hazard with wires.
Lighting is hot and could cause
injury if touched. Risk of backdrop
falling / tripping hazard if damaged.
Could disrupt filming, damaged equipment needs
replacing. Injured cast or crew member may be
unable to continue production. Damage to studio
would need repairing.
Make sure that the lighting within the studio is turned off when
not in use and make sure that it is assembled and positioned in
a safe and controlled way.
Tripping hazard of personal
belongings in classroom and
studio settings
Could disrupt filming / production. When filming place all bags out of reach from both the cast and
crew, do this by placing the bags under or on top of the table
for example.
Risk of damage to equipment eg:
Dropping camera, scratch to lens
etc
This will disrupt production from continuing as
you will have to wait and replace the equipment
and sort out how to safely remove the broken
equipment.
When not using or traveling with the equipment from different
locations make sure that you place the lens on the camera but
also place the cameras in the bag. When using the tripod and
the camera make sure you detach the camera from the tripod
when traveling to avoid further risk of dropping the camera.
Bad weather, slipping hazard, risk
of damage to camera
May be unable to film in bad weather. Cast could
have travel issues. Location may be closed or
unavailable. Injury could prevent cast or crew
from carrying on. Camera damage halts
production
Check forecast a few days before filming. Keep camera out of
rain and wet weather as much as possible and use a camera
cover. Reschedule with cast if not possible to film on that day.
Administer first aid if any injury were to occur.
Run out of power in the battery for
the camera
Slows down production and therefore adds delay
to the overall production and time schedule.
Make sure that the battery is fully charged before use. If we are
going to need the camera for longer than a lesson make sure
that we take a spare fully charged battery out with us just in
case as part of a contingency plan.
Memory card is full It could halt production half way through filming
and therefore affect the follow of production. Or it
could stop production from even starting.
Before we go out filming ensure that the memory card is either
wiped and empty or has enough space before filming. So make
sure that before ending filming that we upload all footage onto
the computer and then wipe the card before handing it back. To
ensure that we don’t lose any footage transfer all files onto both
computers.

15. Script
Frankie: Welcome to York College! Come take a look
[Walk in]
-Footage of students-
-Slider shot to computer & zoom in to magazine cover-
Frankie: This is creative media production. Here you can learn a variety of valuable
techniques in a diverse range of media sectors. The course is based in areas of Print,
Photography and Film.
-Slider & track zoom combo-
Frankie: I’m here with a current second year student on the course. What’s the most useful
thing you’ve learnt so far?
Katie: In the second year I chose Film as my specialism and have been able to build on the
core skills learnt in the first year. I now understand how to do some interesting visual
effects that make my work stand out.
Frankie: Cool, thanks Katie, see you later
[magic wizard editing]
Frankie: Creative media can take you anywhere
[Green screen wizardry]
Frankie: And allow you to do things like this
[Rotoscope wizardry]
Frankie: What could you do?
-Zoom out of pc to show Katie sat with graphics tablet-
Katie: York college, Creative Media Production.
[Logo]

16. POST-PRODUCTION

17. PRODUCTION LOG
Due to the fact that we were making one video between the
both of us file management and organisation was important.
We split the editing process between the both of us and then
after it was done we transferred all the files onto one
computer so that we could compile it all under one file. To
make this easier we decided to use Airdrop to transfer the
already edited files across to the main computer. This was a
much easier process as the videos were already edited so all
we had to do was compile the files together on a Premiere
Pro document and add sound.

18. PRODUCTION LOG
One of the edits within the video was demonstrating editing a workspace while the interview was also playing with
an Premiere Pro workspace, we at first was going to do this as a over the shoulder shot but we felt that with the
time that we had left to complete the project and the style that we was aiming for the video to look that it would be
more efficient to record as edit the footage so that it was a screen recording. To do this we use the application
Quicktime and then selected Screen Recording and editing the footage. Once this was done the recording was
then editing to cut the ending and the beginning off so that you can’t see the starting and ending of the recording
and then sent via AirDrop, the only issue we had with this is that the original interview footage that was on the
Premier Pro document had the sound with it as well this so it meant that we had to sync the audio we recording
during the filming process to the footage.
The other edits that took a lot of editing and was something that we both hadn’t fully demostratned within other
projects was the green screen and the visual effects such as the lighting. The first effect with the green screen
was fairly straightforward process which involved us going online and finding a background, in this case we
picked the Antarctic and then to add more realism we also found some falling snow that was royalty free. Then
within After Effects we imported the background and then replaced the green screen with the background layer.
This took a couple of takes to find the correct colour when selecting the background as the lighting within the
green screen meant that the green screen itself wasn’t all the same colour but the end result worked well as you
couldn’t see the green within my hair.
Finally the last main edit within the promotional video was that of the lighting effect was again was fairly simple as
the effect was already apart of the effects and presets within After Effects, the layers of the effect was then
duplicated so that it could be used on both hands and then the setting were altered so that the lighting was
expanded and feather more so that it didn’t look as abstract.

19. EVALUATION -
Frankie

20. CONSTRAINTS
We had an issue when filming the footage were due to the fact that other people were
filming at the same time as us but within different groups it meant that they couldn’t be
within our video as we original planned this meant that the original concept idea that we
had, had to be changed to fit with the footage that we had, this wasn’t to bad as it was
only the footage of zooming into the computer from an over the shoulder shot. We did
however film all of the other footage that would be apart within the over the shoulder
shot this meant that in terms of a contingency plan and how we managed to overcome
this that it was fairly straightforward to alter the plan as it wasn’t that far of the original
concept.
We made sure that the people within the video were aware that the video itself was to be
completed with the intention that it will be uploaded onto YouTube so that they would
be aware that due to where it was being distributed within reason anyone could watch
the video and see them, this meant that later on during the process, say once we had
started the editing process from example they wouldn’t then say they didn’t wish to be
within the video due to where it would be uploaded.
Within the video as well particularly with the green screen edit we made sure that when
looking at backgrounds and effects that they were royalty free this meant that there
shouldn’t be an legal issues with us using the footage and effects. This was also the
same process with the backing track that we used throughout the whole video as well
as the thunder sound effect we added as part of the green screen edit both of those
sounds were also royalty free which again means that there shouldn’t be any legal
issues with us downloading and using them.

21. MANAGEMENT
Considering that there was only two of us within the group and that overall the workload
was similar in terms of editing and capturing the footage this meant that we both
completed the same in terms of workload the only difference being that Katie was
filming and I was staring other than that the editing process was an equal share of work.
Throughout this project we worked affectively and effectively within the time frame
given, at the start of the project we create a time frame/schedule and we stuck to this. I
believe that the reason we were able to complete this project on time was because we
completed all our written work within the space of two days this meant that we could
start to work on filming a day before we originally planned. We already discussed and
wrote about which roles will be delegated to who once we had collected all of our
footage, this meant that once we had exported all our footage onto both computers that
we could get to work editing straight away.
Overall we communicated well as a team to make sure that we were both aware of the
work that need to be done each lesson and who was doing what. One of the reason I
believe that we worked so effectively is that we worked of our plan that we had wrote
before we started filming so that we didn’t go of tangent with the work that was present
in front of us but also because once we had completed a section of the edit we added it
straight away into the Premiere Pro file or in Katie’s case AirDrop the edited file over to
my computer to place it into the document this meant that all that was left for me to do
in the last two sessions of friday was to add the music and sound such as the voice
over and then export it, it was very smooth process.

22. FEEDBACK
After we have completed the video I showed the video to a couple of students/peers
within our class who liked that we didn’t take it down a serious route as they said it
reflected the fun atmosphere you get while being on the course, this also like the idea of
the screen recording and how we edited it while having it playing within the video. They
also liked how we have incorporated the different subject areas such as film and print
while also at the same time visually showing of the skills that we/they have learnt. In
terms of improvement they recommended that next time we try and make it so that the
audio was the same volume throughout the whole video and try to make it shorter so
that it fit within the brief we were given. One person also said that we split the main
interview and have it broken down with more than one person so that it wasn’t so long.
During the process of creating we didn’t have transition from the outside of the college
so this meant that original the video went from Me walking into college to being within a
magazine cover, my peers within my class mentioned how it was odd and didn’t fit in
terms of continuity and how we got from A to B. So once we had finished all of our
editing and had placed it within a Premier Pro document we went out to to film the extra
piece of footage of the Media sign so the audience would at least be aware why they are
being visually shown what they are seeing.

23. EVALUATION - Katie

24. CONSTRAINTS
Did any constraints alter your project? It could be legal,
regulatory or financial.

25. MANAGEMENT
Evaluate on your time management, you role within the team
and how you communicated and delegated tasks.

26. FEEDBACK
Discuss any feedback from peers or your tutor. Discuss how
this impacted your final piece of work.