This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, script writing, and pitching a short film idea. Students will work in groups to research codes and conventions, the writer's role, generate ideas on the theme of "going on a journey," write a proposal, treatment, and script. They will then pitch their idea to a panel and receive feedback. The purpose is to develop technical, research, group work, pitching and idea generation skills for creative media production.
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 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.
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 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 summarizes how mentor texts can be used to teach writing skills to students. It defines mentor texts as pieces of literature that can be revisited for various purposes and imitated. Picture books specifically are highlighted as effective mentor texts because they contain rich language patterns and author's craft techniques that can inspire student writers. Examples are provided from several picture books to illustrate specific writing techniques and language structures that teachers can draw students' attention to in order to develop their own writing abilities.
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 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.
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 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 summarizes how mentor texts can be used to teach writing skills to students. It defines mentor texts as pieces of literature that can be revisited for various purposes and imitated. Picture books specifically are highlighted as effective mentor texts because they contain rich language patterns and author's craft techniques that can inspire student writers. Examples are provided from several picture books to illustrate specific writing techniques and language structures that teachers can draw students' attention to in order to develop their own writing abilities.
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.
The meeting discussed plans for filming, including the location in Farnworth near college at 11am, filming mostly at Crompton Lodgers and a florist with small breaks throughout the day, aiming to finish by 4pm depending on weather. They also addressed times, meeting places, costumes and props.
Mark Smith will play the role of Ben in a short film and act out scenes according to the director's instructions. He will also edit the film by compiling clips and adding effects. When not acting, Mark will help cater to the needs of the production as a runner. The other roles include Emily Davis as an actress and runner, Jordan O'Connor as an actor, Jenny Strand as the director, and Becky Doyle operating the camera. Emily and Jordan will act in the film under Jenny's direction. Jenny's job is to ensure a smooth production and that everything is filmed, while Becky will record what Jenny instructs.
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.
The meeting discussed plans for filming, including the location in Farnworth near college at 11am, filming mostly at Crompton Lodgers and a florist with small breaks throughout the day, aiming to finish by 4pm depending on weather. They also addressed times, meeting places, costumes and props.
Mark Smith will play the role of Ben in a short film and act out scenes according to the director's instructions. He will also edit the film by compiling clips and adding effects. When not acting, Mark will help cater to the needs of the production as a runner. The other roles include Emily Davis as an actress and runner, Jordan O'Connor as an actor, Jenny Strand as the director, and Becky Doyle operating the camera. Emily and Jordan will act in the film under Jenny's direction. Jenny's job is to ensure a smooth production and that everything is filmed, while Becky will record what Jenny instructs.
This document outlines the tasks and grading criteria for a creative media production assignment involving single camera techniques, requiring students to take on roles like director and camera operator to shoot footage for a short film, keep a production diary documenting any issues that arise, complete rough and final edits of the film, and record an audio critique of their final edit. Students will be graded on their understanding of single camera production processes and techniques as well as the technical quality, creativity, and independence demonstrated in their short film production.
The document discusses using glitch and dub delay plugins to manipulate and distort a sound recording. The glitch plugin sped up the sound, made it skip parts, and added a beat by creating 9 effects and arranging them. The dub delay plugin increased settings to add buzzing, squeaking, and echo effects to the sound. Adjusting feedback balance and wetness made the buzz louder.
The document discusses using the ReaPitch audio editing software to manipulate a voice recording, making the voice sound extremely high pitched, robotic, and difficult to listen to by increasing pitch settings to their maximum levels. Key frames were also added to dynamically change the audio levels from loud to muffled to quiet and back, creating an unnatural, robotic sound that is hard to understand due to its high pitch.
This 3 sentence document discusses using the audio software ReaPitch to modify a voice recording, making the voice sound very squeaky and high pitched by increasing all of ReaPitch's settings, whereas decreasing the settings would have made the voice deep and low pitched.
This document contains two edited recordings of an audio clip from a canteen. The first recording makes the audio sound like it was recorded underwater by reducing frequency and threshold while increasing ratio using the RealXcomp effect. The second recording makes the audio sound like multiple people are speaking at different times in an echoing room by using the RealVerbate effect and increasing room size and highpass while reducing dampening, stereo width, and lowpass.
This document contains two edited recordings of an audio clip from a canteen. The first recording makes the audio sound like it was recorded underwater by reducing frequency and threshold while increasing ratio using the RealXcomp effect. The second recording makes the audio sound like multiple people are speaking at different times in an echoing room by increasing room size and highpass while reducing dampening, stereo width and lowpass using the RealVerbate effect.
The recording took place in a noisy canteen environment, where background noises such as conversations, staff working, and the humming of vending machines drowned out the main recording and added interference. Mobile phones in the area also risked adding ticking noises. The wooden chairs and floor absorbed sound in the canteen, while the metal tables reflected it.
The document summarizes an audio project where various sound effects were used to recreate a battlefield and atomic bomb explosion. Sound effects from the Q drive were imported and arranged on separate tracks. Tracks were edited by cutting, duplicating, and changing volume levels to loop sounds or make certain tracks more prominent. The project was rendered as a WAV file with 16-bit depth and 44100 Hz sample rate for playback on other devices.
This schedule outlines tasks to be completed over three weeks in May 2012. It assigns Task 1 on Thursday of the first week, Tasks 2 through 4 that same day. The following Monday has Task 5 scheduled, and the third Monday lists Task 5 again along with Task 6 that day.
The sound recording was expected to echo more outside due to the open space but also expected more refraction due to sound waves bending in cold air, however the sound was clear without echoing or reflecting as it was absorbed by nearby wood which didn't make much difference.
The recording took place in a noisy canteen environment, where background noises such as conversations, staff working, and the humming of vending machines drowned out the main recording and added interference. Mobile phones in the area also risked adding ticking noises. The wooden chairs and floor absorbed sound in the canteen, while the metal tables reflected it.
The recording was done in a small, tight corridor where the sound waves reflected off the walls and ceiling, creating a slight echo. Small objects like wooden doors helped absorb and quiet the sound somewhat. Halfway through the recording, a loud door bang occurred that would have caused a peak in the sound level and overshadowed the voice recording.
The document provides details for an assignment on pre-production for a short film. Students must plan the production of their short film, exploring sound recording in different environments. They need to research crew roles and equipment, create a budget, develop script drafts, storyboards and schedules. Recordings in various locations require analysis of acoustic effects. Additional versions with effects and an edited sequence show editing skills. Meeting minutes and pre-production documents must be uploaded to blogs for assessment.
The filming schedule for August 5th includes shooting at four outdoor locations during the day. The crew will be Jenny Strand, Mark Smith, Emily Davis and Becky Doyle using a camera, tripod and lighting equipment. The first location is walking down the street with Jenny and George wearing casual and suit costumes. The second is a flower shop with George, Jenny and Ben wearing casual, suit and shirt/pants costumes. The third and fourth are at Heaton Park with George, Jenny and Ben wearing the same costumes and also bringing flowers and bread for the fourth location at the boating lake.
The document outlines a filming schedule for August 4th with a crew of 4 people filming with a camera and tripod. It lists 4 outdoor locations - walking down the street, a flower shop, Heaton Park, and Heaton Park Boating Lake. Each location specifies the characters needed, whether it is interior or exterior, day or night, and the costume and prop requirements.
The document provides a template for assessing risks associated with film production activities. It instructs the user to identify all potential hazards in each scene, who or what may be harmed, existing controls, and assigns a risk level based on likelihood and consequences. An example risk assessment is given for a scene involving water, with the hazard identified as the water itself and the risk level determined to be moderate. Weather changes and traffic are also provided as examples of hazards to consider and assess for all scenes. A chart is included to help define the risk levels as extreme, high, moderate, or low depending on the likelihood and severity of consequences.
The document discusses three potential filming locations for a short film: Moses Gate in the Croal Irwell Valley near Bolton, Heaton Park in Manchester, and Sale Water Park. Moses Gate offers a secluded pathway for filming conversations and feeding ducks, as well as safe access to the lake. Heaton Park also has a lake but may be busy. Sale Water Park has walkways and water access, but is farther away and difficult to reach.
The document lists various production items needed for a student film including video recording equipment, costumes, props, lighting, insurance, and marketing through social media. It also notes fees for entering the film into a student film festival and provides a total budget cost for the short film production.
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
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.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
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The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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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.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
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Leonardo DiCaprio House: A Journey Through His Extravagant Real Estate Portfoliogreendigital
Introduction
Leonardo DiCaprio, A name synonymous with Hollywood excellence. is not only known for his stellar acting career but also for his impressive real estate investments. The "Leonardo DiCaprio house" is a topic that piques the interest of many. as the Oscar-winning actor has amassed a diverse portfolio of luxurious properties. DiCaprio's homes reflect his varied tastes and commitment to sustainability. from retreats to historic mansions. This article will delve into the fascinating world of Leonardo DiCaprio's real estate. Exploring the details of his most notable residences. and the unique aspects that make them stand out.
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Leonardo DiCaprio House: Malibu Beachfront Retreat
A Prime Location
His Malibu beachfront house is one of the most famous properties in Leonardo DiCaprio's real estate portfolio. Situated in the exclusive Carbon Beach. also known as "Billionaire's Beach," this property boasts stunning ocean views and private beach access. The "Leonardo DiCaprio house" in Malibu is a testament to the actor's love for the sea and his penchant for luxurious living.
Architectural Highlights
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.
Leonardo DiCaprio House: Hollywood Hills Hideaway
Privacy and Seclusion
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.
Design and Amenities
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.
Environmental Initiatives
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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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