This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research screenwriting roles, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and script, practice pitching, and do a final pitch of their idea to commissioners. The purpose is to develop technical, research, group work, and pitching skills relevant to the media production industry.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This document outlines the tasks and grading criteria for an assignment on digital video production for an interactive media product. Learners will plan and create a digital video sequence, going through the process of working to a brief which includes negotiations, developing ideas with the client, and self-evaluation. The assignment involves researching audiences, planning content, pitching ideas to the client, sourcing assets, shooting footage, and documenting communication. Learners must complete tasks like creating schedules, questionnaires, storyboards, and meeting minutes to demonstrate their understanding of the production process.
This document provides the assignment brief for a digital video production project. The purpose is to introduce learners to producing and editing digital video for use in interactive media. It outlines 5 tasks for learners to complete, including importing footage, editing video, exporting the final product, collecting audience feedback, and evaluating the project. The tasks are mapped to grading criteria and learning outcomes. The deadline, assessor, and scenario are also included.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a recorded commentary to be added to the final film. Students will be graded based on their explanation of single camera production features, generation of production ideas, and the technical quality and creativity demonstrated in their individual single camera production and post-production work.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a commentary. Students must demonstrate their understanding of single camera production roles and processes, deal with any issues that arise, and apply post-production editing skills to complete the assignment. Successful completion depends on effective teamwork and communication throughout the production and post-production phases.
This document outlines the tasks and grading criteria for a unit on single camera techniques, which requires students to work in a production team to shoot footage for a short film, document the production process, produce rough and final edits of the film individually, and critique their own edit with a commentary. Students must demonstrate their understanding of production roles and responsibilities, deal with any issues that arise, and apply post-production techniques to complete the assignment. Successful completion depends on effective teamwork, communication, and independent work meeting near-professional standards.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a recorded commentary to be added to the final film. Students will be graded based on their explanation of single camera production features, generation of production ideas, and the technical quality and creativity demonstrated in their individual single camera production and post-production work.
The document discusses key concepts in digital graphics and design including:
- The differences between raster (bitmap) and vector graphics and their uses.
- Anti-aliasing techniques to reduce jagged edges in raster images.
- Factors that impact image quality such as resolution, aspect ratio, and file formats.
- Color models like RGB and CMYK.
- Popular design software like Adobe Photoshop, Illustrator, and InDesign.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
This document outlines the tasks and grading criteria for an assignment on digital video production for an interactive media product. Learners will plan and create a digital video sequence, going through the process of working to a brief which includes negotiations, developing ideas with the client, and self-evaluation. The assignment involves researching audiences, planning content, pitching ideas to the client, sourcing assets, shooting footage, and documenting communication. Learners must complete tasks like creating schedules, questionnaires, storyboards, and meeting minutes to demonstrate their understanding of the production process.
This document provides the assignment brief for a digital video production project. The purpose is to introduce learners to producing and editing digital video for use in interactive media. It outlines 5 tasks for learners to complete, including importing footage, editing video, exporting the final product, collecting audience feedback, and evaluating the project. The tasks are mapped to grading criteria and learning outcomes. The deadline, assessor, and scenario are also included.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a recorded commentary to be added to the final film. Students will be graded based on their explanation of single camera production features, generation of production ideas, and the technical quality and creativity demonstrated in their individual single camera production and post-production work.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a commentary. Students must demonstrate their understanding of single camera production roles and processes, deal with any issues that arise, and apply post-production editing skills to complete the assignment. Successful completion depends on effective teamwork and communication throughout the production and post-production phases.
This document outlines the tasks and grading criteria for a unit on single camera techniques, which requires students to work in a production team to shoot footage for a short film, document the production process, produce rough and final edits of the film individually, and critique their own edit with a commentary. Students must demonstrate their understanding of production roles and responsibilities, deal with any issues that arise, and apply post-production techniques to complete the assignment. Successful completion depends on effective teamwork, communication, and independent work meeting near-professional standards.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, wherein students will be assigned roles to film footage for a short film, document the production process, complete rough and final edits of the film individually, and critique their own edit with a recorded commentary to be added to the final film. Students will be graded based on their explanation of single camera production features, generation of production ideas, and the technical quality and creativity demonstrated in their individual single camera production and post-production work.
The document discusses key concepts in digital graphics and design including:
- The differences between raster (bitmap) and vector graphics and their uses.
- Anti-aliasing techniques to reduce jagged edges in raster images.
- Factors that impact image quality such as resolution, aspect ratio, and file formats.
- Color models like RGB and CMYK.
- Popular design software like Adobe Photoshop, Illustrator, and InDesign.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
Pixel resolution determines the number of distinct pixels that can be displayed. Vector graphics use geometrical primitives based on mathematical expressions, while raster graphics represent images as a grid of pixels.
File formats specify how bits are used to encode image information. Common formats include GIF for images with a limited color palette, JPEG for photographic images using lossy compression, TIFF for bitmaps, EPS for vector graphics and bitmaps, BMP for Windows graphics, PNG for truecolor images, and PSD for layered Photoshop files.
Data compression reduces file size by eliminating statistical redundancy (lossless) or removing marginally important information (lossy). Image capture devices like digital cameras and scanners convert images to digital formats,
Raster images are composed of pixels while vector images are composed of paths. Raster images appear jagged when enlarged but vector images remain smooth at any size. Anti-aliasing uses subtle pixel transitions to minimize the jagged effect in raster images. Vector images are mathematically defined so they appear smooth at any resolution or size. Raster images are best for photos while vector images are suited for illustrations, layouts and type.
This document provides an overview of the key aspects of the Medical Device Directive 93/42/EEC as amended by 2007/42/EC. It defines important terms like medical device, manufacturer, intended purpose and conformity assessment routes. It describes the classification of devices based on duration of contact and degree of invasiveness. It outlines the conformity assessment procedures under Annexes II, III, IV, V and VI and notes when they are applicable based on device class. Guidance documents from the EU Commission are also referenced.
Assent Compliance www.assentcompliance.com provides free informational webinars for the latest in REACH, RoHS, Conflict Mineral and other restricted substances.
Assent Compliance with offices in Canada, US and EU provides consulting services and compliance software to businesses that must comply with local, national or global environmental regulations. Visit Assent Compliance for more information.
This 510(k) submission from Medstrong Inc. provides information on their Viceroy Aneurysm Clip and Marquis Aneurysm Clip Applier. The devices are intended for occlusion of cerebral aneurysms, temporarily or permanently. Supporting data includes descriptions of the devices, their indications for use, comparison to the predicate Yasargil Aneurysm Clips and Appliers, and summaries of bench, animal, and clinical testing performed. The submission contains documentation of biocompatibility testing, sterilization validation, and other required information to demonstrate substantial equivalence to the predicate device.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
_ig1 film opening title sequence assignment 2014 to 2015Megan Hughes
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Adam Grundy
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blogs will provide evidence that learning outcomes are being met.
_ig1 film opening title sequence assignment 2014 to 2015kendellburgess
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015LukeMather
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
_ig1 film opening title sequence assignment 2014 to 2015Carla Appleby
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blog posts are required to track progress and demonstrate skills learned.
_ig1 film opening title sequence assignment 2014 to 2015reecemechan
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to apply their skills, demonstrate teamwork, and produce professional quality work within the assigned deadlines.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
_ig1 film opening title sequence assignment 2014 to 2015igoodyear
This document provides an assignment brief for a film opening title sequence production. The assignment aims to develop skills in single camera techniques through planning, shooting, and editing a film opening title sequence. It outlines 5 tasks for students to complete, including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students will work in a team to complete the production, while demonstrating communication, problem-solving, and self-management skills. The deadline for submission is December 17th, 2014.
This document provides the assignment brief for a music video production project. The brief outlines the qualification level, units covered, start and deadline dates, and assessor's name. It then describes the purpose of the assignment to develop research, idea generation, script writing, and pre-production skills. The brief details 5 tasks involving analyzing music video conventions, generating ideas, creating a budget, writing a treatment and proposal, and drafting a script. Sources of information and sign off from the assessor are also included.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
Pixel resolution determines the number of distinct pixels that can be displayed. Vector graphics use geometrical primitives based on mathematical expressions, while raster graphics represent images as a grid of pixels.
File formats specify how bits are used to encode image information. Common formats include GIF for images with a limited color palette, JPEG for photographic images using lossy compression, TIFF for bitmaps, EPS for vector graphics and bitmaps, BMP for Windows graphics, PNG for truecolor images, and PSD for layered Photoshop files.
Data compression reduces file size by eliminating statistical redundancy (lossless) or removing marginally important information (lossy). Image capture devices like digital cameras and scanners convert images to digital formats,
Raster images are composed of pixels while vector images are composed of paths. Raster images appear jagged when enlarged but vector images remain smooth at any size. Anti-aliasing uses subtle pixel transitions to minimize the jagged effect in raster images. Vector images are mathematically defined so they appear smooth at any resolution or size. Raster images are best for photos while vector images are suited for illustrations, layouts and type.
This document provides an overview of the key aspects of the Medical Device Directive 93/42/EEC as amended by 2007/42/EC. It defines important terms like medical device, manufacturer, intended purpose and conformity assessment routes. It describes the classification of devices based on duration of contact and degree of invasiveness. It outlines the conformity assessment procedures under Annexes II, III, IV, V and VI and notes when they are applicable based on device class. Guidance documents from the EU Commission are also referenced.
Assent Compliance www.assentcompliance.com provides free informational webinars for the latest in REACH, RoHS, Conflict Mineral and other restricted substances.
Assent Compliance with offices in Canada, US and EU provides consulting services and compliance software to businesses that must comply with local, national or global environmental regulations. Visit Assent Compliance for more information.
This 510(k) submission from Medstrong Inc. provides information on their Viceroy Aneurysm Clip and Marquis Aneurysm Clip Applier. The devices are intended for occlusion of cerebral aneurysms, temporarily or permanently. Supporting data includes descriptions of the devices, their indications for use, comparison to the predicate Yasargil Aneurysm Clips and Appliers, and summaries of bench, animal, and clinical testing performed. The submission contains documentation of biocompatibility testing, sterilization validation, and other required information to demonstrate substantial equivalence to the predicate device.
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
_ig1 film opening title sequence assignment 2014 to 2015Megan Hughes
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Adam Grundy
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blogs will provide evidence that learning outcomes are being met.
_ig1 film opening title sequence assignment 2014 to 2015kendellburgess
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
_ig1 film opening title sequence assignment 2014 to 2015LukeMather
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
_ig1 film opening title sequence assignment 2014 to 2015Carla Appleby
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blog posts are required to track progress and demonstrate skills learned.
_ig1 film opening title sequence assignment 2014 to 2015reecemechan
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to apply their skills, demonstrate teamwork, and produce professional quality work within the assigned deadlines.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
_ig1 film opening title sequence assignment 2014 to 2015igoodyear
This document provides an assignment brief for a film opening title sequence production. The assignment aims to develop skills in single camera techniques through planning, shooting, and editing a film opening title sequence. It outlines 5 tasks for students to complete, including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students will work in a team to complete the production, while demonstrating communication, problem-solving, and self-management skills. The deadline for submission is December 17th, 2014.
This document provides the assignment brief for a music video production project. The brief outlines the qualification level, units covered, start and deadline dates, and assessor's name. It then describes the purpose of the assignment to develop research, idea generation, script writing, and pre-production skills. The brief details 5 tasks involving analyzing music video conventions, generating ideas, creating a budget, writing a treatment and proposal, and drafting a script. Sources of information and sign off from the assessor are also included.
_ig1 film opening title sequence assignment 2014 to 2015DeclanTyldsley
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
IG1 film opening title sequence assignment 2014 to 2015Phoebe Budgen
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015Sadie Bailey
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut. Students must document their production process and work as a team to complete the project by the deadline.
_ig1 film opening title sequence assignment 2014 to 2015 (1) 2reecemechan
This assignment brief outlines tasks for a unit on single camera techniques. Students must complete pre-production, production, and post-production phases to create an opening title sequence for a film. The tasks include analyzing title sequences, generating ideas, creating pre-production materials like scripts and storyboards, shooting footage, and editing a rough and final cut of the sequence. Students must document the production process and work as a team to complete the project by the deadline.
Similar to Ig1 assignment 2011_to_2012_updated_17.01.12 (20)
The document provides feedback from Zoe Armitage on a film pitch presentation. It discusses areas the group did well in clearly communicating their film idea. However, it also identifies areas for improvement, such as using a more enthusiastic tone of voice, telling more about the film to generate interest, making more eye contact, and having a log line that gets the audience more interested and comments on influences. Overall, the group delivered what they planned well but need more confidence through eye contact, clear speaking, and relaxed body language.
Jack and Rose are embracing at the front of the Titanic as it sails through the dusk. Rose had changed her mind and come to find Jack, her favorite spot at the bow of the ship. With her eyes closed, Jack makes Rose feel as though she is flying by raising her arms out like wings. They share a passionate kiss as the ship cuts through the water, while the lookouts in the crow's nest watch from above. Rose is brought back to the present day, recalling that this was the last time the Titanic saw daylight before sinking later that night.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by applying subtle pixel transitions along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle shading details.
Raster images are composed of pixels while vector images are composed of paths. Raster images appear jagged when enlarged but vector images remain smooth at any size. Anti-aliasing uses subtle pixel transitions to minimize the jagged effect in raster images. Vector images are mathematically defined so they appear smooth at any resolution or size. Resolution is measured in pixels per inch (PPI) or dots per inch (DPI) with higher resolution creating better image quality. Aspect ratio is the ratio of an image's width to its height. Common file formats include JPEG, GIF, TIFF, EPS and PDF. Color models like RGB and CMYK describe how colors are represented numerically. Adobe Photoshop is a popular image
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by applying subtle pixel transitions along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle shading details.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and use a grid of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps look jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by blending pixels along edges. Vectors are best for illustrations and layouts while bitmaps are suited to photos with subtle colors or shades.
This schedule outlines tasks to be completed each week from May to January. Task 1 is scheduled for Monday December 12th. Task 2 is scheduled for Wednesday and Thursday December 14th and 15th, and again for Monday, Tuesday, and Wednesday December 19th, 20th, and 21st. Task 3 is scheduled for Monday, Tuesday, and Wednesday December 19th, 20th, and 21st, and again for Saturday, Sunday, and Monday December 24th, 25th, and 26th. Task 4 is scheduled for Monday, Tuesday, Wednesday, and Thursday January 9th, 10th, 11th, and 12th, and again for Monday and Tuesday January 16th and 17th.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and are made up of grids of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps appear jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by applying transitions between pixels. Resolution refers to the number of pixels per inch, with higher resolution creating better quality images. Aspect ratio describes the width to height ratio of an image. File formats encode information for storage and there are different formats for different types of files and information.
There are two main types of computer graphics - raster (composed of pixels) and vector (composed of paths). Raster images are better known as bitmaps and are made up of grids of pixels, while vector graphics use mathematical relationships between points and paths. Bitmaps appear jagged when enlarged but vectors remain smooth at any size. Anti-aliasing can make bitmaps appear smoother by applying transitions between pixels. Resolution refers to the number of pixels per inch, with higher resolution creating better quality images. Aspect ratio describes the width to height ratio of an image. File formats encode information for storage and there are different formats for different types of files and information.
There are two main types of computer graphics - raster (bitmap) images composed of pixels and vector images composed of paths. Raster images look jagged when enlarged while vector images remain smooth at any size. Anti-aliasing can make raster images appear smoother by blending pixels along edges. Vector images are defined mathematically so they always appear smooth, while raster images require higher resolution and anti-aliasing. Different file formats encode information in different ways for storage on computers. Image editing programs like Adobe Photoshop, Illustrator, and InDesign allow creating and manipulating raster images, vector images, and other digital designs.
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The Malibu house features a modern design with clean lines, large windows. and open spaces blending indoor and outdoor living. The expansive deck and patio areas provide ample space for entertaining guests or enjoying a quiet sunset. The house has state-of-the-art amenities. including a gourmet kitchen, a home theatre, and many guest suites.
Sustainable Features
Leonardo DiCaprio is a well-known environmental activist. whose Malibu house reflects his commitment to sustainability. The property incorporates solar panels, energy-efficient appliances, and sustainable building materials. The landscaping around the house is also designed to be water-efficient. featuring drought-resistant plants and intelligent irrigation systems.
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Another remarkable property in Leonardo DiCaprio's collection is his Hollywood Hills house. This secluded retreat offers privacy and tranquility. making it an ideal escape from the hustle and bustle of Los Angeles. The "Leonardo DiCaprio house" in Hollywood Hills nestled among lush greenery. and offers panoramic views of the city and surrounding landscapes.
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The Hollywood Hills house is a mid-century modern gem characterized by its sleek design and floor-to-ceiling windows. The open-concept living space is perfect for entertaining. while the cozy bedrooms provide a comfortable retreat. The property also features a swimming pool, and outdoor dining area. and a spacious deck that overlooks the cityscape.
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The Hollywood Hills house incorporates several green features that are in line with DiCaprio's environmental values. The home has solar panels, energy-efficient lighting, and a rainwater harvesting system. Additionally, the landscaping designed to support local wildlife and promote
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Early Life and Backgrounds
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Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
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Leonardo DiCaprio: The Hollywood Icon
Early Life and Career Beginnings
Leonardo Wilhelm DiCaprio was born in Los Angeles, California, on November 11, 1974. His journey to stardom began at a young age with roles in television commercials and educational programs. DiCaprio's breakthrough came with his portrayal of Luke Brower in the sitcom "Growing Pains" and later as Tobias Wolff in "This Boy's Life" (1993). where he starred alongside Robert De Niro.
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University of Western Sydney degree offer diploma Transcript
Ig1 assignment 2011_to_2012_updated_17.01.12
1. Assignment brief
Qualification Level 3 Extended Diploma in Creative Media Production
Unit 2: Communication Skills for Creative Media Production
Unit number and title Unit 22: Single Camera Techniques - Partial
Unit 24: Writing for Television and Video - Partial
Start date 31st October 2011
Deadline 15th December 2011
Assessor name Iain Goodyear
Assignment title IG1 - PITCHING YOUR FILM IDEA
The purpose of this assignment is to:
Develop your skills and technical code analysis of short films.
Develop your ideas generation and group work skills.
Develop your research skills in relation to script commissioning.
Familiarise you with script writing format and script drafting.
Develop your ability to verbally pitch a short film idea to a panel.
Scenario
A crucial aspect of any media production is the successful pitch of an idea to media specialist
commissioners. This process takes place early in the life cycle of a production and requires careful
planning and consideration. The pitch is primarily an opportunity for media producers to convey their
ideas and generate interest and enthusiasm for a production project with a view to securing funding.
This assignment will require you to work in groups of 3 to verbally pitch a production company proposal
for a short film to a panel of commissioners. The purpose of this pitch is to communicate how viable your
film idea is and to secure funding that will allow you to realise your film idea into a short film
production. The theme of your short film is ‘GOING ON A JOURNEY’ and your pitch, proposal and
supporting documentation must make clear how your film will explore and communicate this theme.
Prior to the delivery of your group pitch, you will be required to produce evidence of research and
existing film influences. This will consist of the following sections:
*Research that describes short film codes & conventions and production practices
Practicing your verbal pitching of ideas and responding to feedback to improve your pitching skills
Visual evidence of ideas generation and existing film influences
An account of how your film will explore the provided theme through narrative, cinematography
and mise en scene
*Research that describes the writer’s role in the commissioning process with appropriate use of
subject terminology
A draft short film proposal, treatment and 1st draft script
*YOU ARE REMINDED THAT ALL SECONDARY RESEARCH SOURCES ARE TO BE CORRECTLY REFERENCED
WITH SUPPORTING REFERENCE PAGE(S).
1
2. Tasks Grading Criteria Mapping
Task 1
Produce a comprehensive word-processed analysis of three short films. Unit 22: P1/M1/D1
Using subject specific terminology, comment on how meaning is communicated
through the use of cinematography, mise en scene & the use of sound and music.
You must include still images from your chosen films to illustrate your
observations and use appropriate terminology accurately.
*Your word-processed analysis must be uploaded to your IG1 assignment blog.
Task 2
Produce a comprehensive and well-structured video research report (using Unit 2: P1/M1/D1
combination of still images, word processed text, music and sound recordings Unit 2: P2/M2/D2
and compiled using Adobe Premiere) that describes the screenwriter’s role in Unit 24: P1/M1/D1
the script commissioning process.
Your video report must clearly describe what you understand script commissioning
to mean (including visual examples such as website screen grabs or book
research source quotes as well as other references you have used to obtain this
knowledge).
Your video report must also detail what processes of development a script writer
goes through to develop a script for production (including visual examples such as
website screen grabs or book research source quotes as well as references you
have used to obtain this knowledge).
*Your video research report must be uploaded to your IG1 assignment blog as
an embedded video.
Task 3
Showing creativity and flair generate ideas for a short film production using the Unit 22: P2/M2/D2
theme outlined in your assignment scenario on page 1. Unit 24: P3/M3/D3
These ideas can be presented in the form of sketches, hand drawn and digitally
produced mind maps, mood boards, images you have gathered / found and
photographs you have taken.
Your ideas generation must clearly state how your ideas relate to the provided
theme in the scenario on page 1 of this assignment.
*All ideas generation must be uploaded to your IG1 assignment blog.
Task 4
Showing creativity and flair produce a 1 paragraph proposal and 1 – 2 page Unit 24: P3/M3/D3
treatment of your short film idea.
This must be based on, and further develop some aspects of your ideas generation.
Your treatment must include information of chosen film genre, target audience,
character biography information and a descriptive overview of your film idea’s
narrative.
*Your word-processed proposal and treatment must be uploaded to your IG1
assignment blog.
2
3. Task 5
Produce a short film script based on your developed idea to near professional Unit 2: P3/M3/D3
standards. Unit 24: P5/M5/D5
Your script must be a 3 to 5 page document.
Your script must NOT contain dialogue but should feature clear scene headings,
make specific reference to characters by name and feature detailed descriptive
character action
*Your word-processed scripts must be uploaded to your IG1 assignment blog.
Task 6
As a production team you must then decide on which film proposal you will take Unit 2: P2/M2/D2
through to the pitch stage and further development in your next assignment. Unit 2: P3/M3/D3
In teams of 3, you must present a summary of your ideas to the others in your
group. Then, as a group you must decide which idea you are collectively going to
develop into a verbal group pitch to a panel of commissioners.
You must then produce a PowerPoint that visually shows your ideas generation and
existing film influences (this will be played throughout your verbal pitch). Prior to
your actual pitch you will present a practice pitch to your class for which you will
receive written feedback.
You must present an analysis report that also visually interprets your feedback with
the use of graphs and charts that makes specific reference to audience feedback
questions. This analysis should also include a summary of what changes you, as a
group, will implement to have a beneficial effect on your final pitch.
*Your word-processed practice pitch analysis must be uploaded to your IG1
assignment blog.
Task 7
Pitch your short film idea to a panel of commissioners, showing creativity and Unit 2: P4/M4/D4
flair and to near professional standards. Unit 2: P5/M5/D5
Unit 24: P4/M4/D4
Your final pitch must be no more than 3 minutes long and you will be stopped after
this time has elapsed so rehearse your pitch thoroughly before you deliver it.
*Your group final pitch video must be uploaded to your IG1 assignment blog as
an embedded video.
Sources of information
This brief has been verified as being fit for purpose
Iain Goodyear
Date 03.10.11
Harry Arnold
Date 03.10.11
3
4. Unit 2 Communication Skills for Creative Media Production (Level 3)
P1: use appropriate techniques to M1: use appropriate techniques to D1: use appropriate techniques to
extract relevant information from extract information from written extract comprehensive information
written sources sources with some precision from written sources
P2: present a media production M2: present a structured and D2: present a well-structured and
report which conveys relevant detailed media production substantial media production report
information [IE] report which conveys which conveys information with
information and explains precise exemplification and justifies
conclusions with clarity conclusions with supporting
arguments
P3: review reports to make changes M3: review reports to make D3: review reports to make
with occasional beneficial effects changes with frequent changes with consistently
[RL] beneficial effects beneficial effects
P4: deploy and manage appropriate M4: deploy and manage D4: deploy and manage
technology to pitch a media technology to pitch a media technology to pitch a media
production proposal [SM] production proposal effectively and production proposal with
with some creativity and flair and to
imagination near-professional standards
P5: employ appropriate forms of M5: employ forms of address in a D5: employ forms of address in a
address in a media production pitch media production pitch media production pitch with flair to
to communicate ideas [CT] to communicate ideas communicate ideas with impact
effectively
Unit 22 Single Camera Techniques (Level 3)
P1: describe the features of single M1: explain the features of D1: comprehensively explain the
camera production with some single camera production with features of single camera production
appropriate use of subject reference to detailed illustrative with reference to elucidated
terminology examples and with generally correct examples and consistently using
use of subject terminology subject terminology correctly
P2: generate outline plans for a M2: generate detailed ideas for a D2: generate thoroughly thought
single camera production working single camera production showing through ideas for a single camera
within appropriate conventions and some imagination and with only production showing creativity and
with some assistance [CT] occasional assistance flair and working independently to
professional expectations
P3: produce a single camera M3: produce a single camera D3: produce a single camera
production working within production to a good technical production to a technical quality that
appropriate conventions and with standard showing some imagination reflects near professional standards
some assistance [SM] and with only occasional assistance showing creativity and flair
and working independently
to professional expectations
Unit 24 Writing for Television and Video (Level 3)
P1: describe the writer’s role M1: explain the writer’s role in the D1: comprehensively explain
in the commissioning commissioning process with reference the writer’s role in the
process using some subject to detailed illustrative examples and commissioning process with
terminology appropriately [IE] with generally correct use of subject elucidated examples and
terminology consistently using subject
terminology correctly
P2: collect and prepare suitable M2: collect and prepare good D2: collect and prepare excellent
background materials for a background material for background material for a
scriptwriting project with some a scriptwriting project scriptwriting project to near-
assistance [CT] competently and with only professional standards working
occasional assistance independently to professional
expectations
P3: produce script proposals M3: produce script proposals for D3: produce script proposals for
for specific purposes specific purposes showing some specific purposes showing creativity
working within appropriate imagination and with only occasional and flair and working independently
conventions and with some assistance to professional expectations
assistance [CT]
P4: pitch a prepared proposal M4: pitch a prepared proposal D4: pitch a prepared proposal to a
effectively near-professional standard
P5: produce a script for a specific M5: produce a script for a specific D5: produce a script for a specific
purpose working within appropriate purpose competently showing some purpose to near-professional
conventions and with some imagination and with only occasional standards and working independently
assistance. [CT, assistance to professional expectations
SM]
4
5. :PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in
the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.
5