Ig2 l2 btec_assignment_2012_to_2013
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This document provides the brief for a creative media production project assignment. The assignment tasks the student with originating, developing, and researching a media product idea. They must then produce a proposal and manage the production process to create the media product. This includes planning pre-production, production, and post-production stages. The student will evaluate the success of their completed media production. The project must relate to video, audio, motion graphics, photography, or graphic design. The assignment is to be completed individually between March 18th and May 23rd, 2013 for assessor Iain Goodyear.
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This document outlines an assignment brief for a digital video production project. Learners will work in pairs to plan, produce, and evaluate a digital video sequence for an interactive media product. The assignment aims to take learners through the full process of working to a client brief, from initial negotiations through development and production while managing the project as a team. Learners will complete tasks such as audience research, planning documentation, pitching their proposal to the client, producing assets for the video, and providing updates and receiving feedback from the client throughout the process. All work will be documented in the learner's blog.
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This document provides an assignment brief for a creative media production qualification. The purpose is to introduce learners to producing digital video material for interactive media. Learners will plan and create a video sequence to be used in an interactive product while working through the process of responding to a client brief. The assignment consists of tasks such as planning documentation, audience research, pre-production, pitching the proposal, sourcing assets, and shooting raw footage. All work must be documented in a blog and communication with the client logged.
Btec level 3 ass 2 u4 5 and 62
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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.
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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.
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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.
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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.
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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.
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Assignment brief
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Zaid iqbal final major project initial ideas
1. Zaid Iqbal lists initial ideas for a final major project including a short film in the genres of horror, science fiction, or adventure.
2. For the horror film, ideas involve exploring a haunted house with deep secrets buried and traveling through the wilderness with anxious characters.
3. For science fiction, ideas involve developing a time machine, exploring the universe and different alien species, traveling to the moon, and scientists exploring new things in space.
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The document discusses evaluation of two radio jingles through an online survey. Key findings from the survey results include:
1) Respondents indicated that the recording quality of the jingles was the best part but the music was the weakest.
2) Most respondents said they only sometimes or do not like listening to jingles.
3) Half said the jingles were good or best quality while 20% said they were bad.
4) When asked for opinions, most said the jingles were good work but could be improved and some thought they were average.
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1) Respondents indicated that the recording quality of the jingles was the best part but the music was the weakest.
2) Most respondents said they only sometimes or do not like listening to jingles.
3) Half said the jingles were good or best quality while 20% said they were bad.
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Terrestrial radio is land-based radio that provides listeners with music, talk, and news. Digital audio broadcasting (DAB) is a transmission technology designed in the 1980s to bring digital benefits to analog radio broadcasts. News and features packages are the longest type of storytelling found on television newscasts and some long-form news programming. Podcasts are digital media files that can include audio, video, or PDF files that are subscribed to and downloaded through web syndication or streamed online. MP3 files allow for digital music storage and playback on devices.
Broadcast and non-broadcast_audio_products_and_formats_worksheet_ig1_task_1
Terrestrial radio is land-based radio that provides listeners with music, talk and news. Digital audio broadcasting is a transmission technology designed in the 1980s to bring digital benefits to analog radio. News and features packages are the longest type of storytelling found on television newscasts and some long-form news programming. Podcasts are digital media files that can be audio, video or PDF files subscribed to and downloaded through web syndication or streamed online. MP3 is an audio encoding format for playing digital audio files.
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Ig4 assignment_final_major_project_2013
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Ig1 assignment 2011_to_2012_updated_17.01.12
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
Ig4 assignment_final_major_project_2013
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment requires students to originate, develop, research, and pitch an idea for a media product. They must then manage the entire production process, from pre-production through production to post-production, to create their proposed media product. The assignment is due on April 15th and will be assessed based on criteria mapping to the relevant qualification units.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
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This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
IG4 Assingment Brief
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show ability to adapt to changes and overcome difficulties. Students will be graded on criteria mapping to unit learning outcomes regarding idea generation, pitching a proposal, pre-production planning and managing the production process.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year course of study and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria assessing creativity, competence, and ability to work independently to professional standards.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-devised production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and show idea generation, planning, adaptation to changes and overcoming difficulties. Students will be graded on criteria including creativity, flair, independence and work to a professional standard.
IG4 Assignment Brief
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production to demonstrate their skills, with grading criteria mapping their work to pass, merit, or distinction levels. The assignment tasks include idea generation, project proposal and pitch, pre-production planning, and producing the final media product by April 15th, 2013 under the supervision of assessor Iain Goodyear.
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1. Zaid Iqbal lists initial ideas for a final major project including a short film in the genres of horror, science fiction, or adventure.
2. For the horror film, ideas involve exploring a haunted house with deep secrets buried and traveling through the wilderness with anxious characters.
3. For science fiction, ideas involve developing a time machine, exploring the universe and different alien species, traveling to the moon, and scientists exploring new things in space.
4. For television, ideas involve broadcasting dramas and documentaries about investigating robberies, crashes, and new obscure things while analyzing contrasting subjects and people.
Ig2 l2 btec_assignment_2012_to_2013
This document provides the brief for a creative media production project assignment. The deadline for completion is May 23, 2013. The assessor is Iain Goodyear. Students must originate, develop, and research an idea for a media product. They must then produce a proposal and manage the production process to create the media product. This includes planning pre-production, production, and post-production stages. Students will be graded based on their ability to prepare proposals, complete pre-production, apply technology and techniques, and review their work.
Ig1 l2 btec_assignment_2012_to_2013
This document provides the details of an assignment for a Level 2 Diploma in Creative Media Production unit on audio production. The purpose is to develop skills in broadcast and non-broadcast audio formats, sound recording technology, and audio post-production software. Students must complete 4 tasks: 1) research and define audio products and formats, 2) record voice jingles for radio station E6 Radio, 3) use post-production techniques to edit the jingles, and 4) evaluate two finished jingles based on audience feedback. The assignment aims to improve students' technical audio skills and ability to analyze their own work.
Evaluation radio jingles
The document discusses evaluation of two radio jingles through an online survey. Key findings from the survey results include:
1) Respondents indicated that the recording quality of the jingles was the best part but the music was the weakest.
2) Most respondents said they only sometimes or do not like listening to jingles.
3) Half said the jingles were good or best quality while 20% said they were bad.
4) When asked for opinions, most said the jingles were good work but could be improved and some thought they were average.
Ig1 assignment brief
This document provides the assignment brief for a music video research and pre-production project. The assignment includes 5 tasks: 1) analyzing music video styles, codes and conventions; 2) generating ideas for a music video; 3) producing a budget and staffing plan; 4) creating a proposal and treatment; and 5) writing a script. The assignment must be completed individually and submitted through a blog by November 12th, 2012. Successful completion will be assessed based on criteria for 3 relevant qualifications relating to pre-production, single camera techniques, and music video production.
Evaluation radio jingles
The document discusses evaluation of two radio jingles through an online survey. Key findings from the survey results include:
1) Respondents indicated that the recording quality of the jingles was the best part but the music was the weakest.
2) Most respondents said they only sometimes or do not like listening to jingles.
3) Half said the jingles were good or best quality while 20% said they were bad.
4) When asked for opinions, most said the jingles were good work but could be improved and some thought they were average.
Broadcast and non-broadcast_audio_products_and_formats_worksheet_ig1_task_1
Terrestrial radio is land-based radio that provides listeners with music, talk, and news. Digital audio broadcasting (DAB) is a transmission technology designed in the 1980s to bring digital benefits to analog radio broadcasts. News and features packages are the longest type of storytelling found on television newscasts and some long-form news programming. Podcasts are digital media files that can include audio, video, or PDF files that are subscribed to and downloaded through web syndication or streamed online. MP3 files allow for digital music storage and playback on devices.
Broadcast and non-broadcast_audio_products_and_formats_worksheet_ig1_task_1
Terrestrial radio is land-based radio that provides listeners with music, talk and news. Digital audio broadcasting is a transmission technology designed in the 1980s to bring digital benefits to analog radio. News and features packages are the longest type of storytelling found on television newscasts and some long-form news programming. Podcasts are digital media files that can be audio, video or PDF files subscribed to and downloaded through web syndication or streamed online. MP3 is an audio encoding format for playing digital audio files.
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Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production, demonstrating skills learned over their two-year study program and relating to video, audio, motion graphics, photography or graphic design. The assignment includes tasks to generate initial ideas, prepare a proposal and pitch, develop pre-production plans, and produce the final media product, and will be graded based on criteria mapping to pass, merit and distinction level qualifications.
Ig4 assignment_final_major_project_2013
This document outlines the requirements for a Level 3 Extended Diploma in Creative Media Production unit assignment, where the student must originate, develop, research, pitch and manage the production of an independently devised media project from pre-production through post-production while demonstrating acquired skills and adhering to a self-developed production schedule. The project must relate to video, audio, motion graphics, photography or graphic design and students will be graded on criteria mapping to unit learning outcomes at Pass, Merit or Distinction levels based on demonstrated creativity, independence and technical proficiency.
Ig1 assignment pitching_your_film_idea
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.
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Evaluation for last project
The student designed an action movie poster for a class project using Photoshop. They took photos around Manchester to use as elements in the poster, including damaged roads and buildings. Effects like fire and blood were added using tools in Photoshop. The main actor is depicted wounded with a bloody face holding a gun. Different fonts and logo designs were also created for the production companies. While the student managed the project on their own despite being new to Photoshop, it was not finished on time and some photos had to be retaken after being accidentally deleted.
Production diary
The document is a production diary detailing the process of creating an action movie poster. It outlines initial ideas in April, a proposal focusing on an action movie poster in early April, research on existing movie posters in late April, finishing a layout plan in early May, adding information like credits and actor names in mid-May, finalizing the font and justifying its selection, adding production company logos in mid-May, and obtaining pictures to add to the poster in late May.
Film title
A film called "The Last Encounter" directed by Robert D'costa and starring Zaid Iqbal is an action thriller distributed by Universal Pictures and set for release on September 23rd, 2013 with a 15+ rating. It was written by Jasmine Gareth and co-written by Smith Haydon, with music by Sophie Thame, cinematography by Julie Crowda, and produced by Harry Simon.
Film title
A film titled "The Last Encounter" directed by Robert D'costa and written by Jasmine Gareth and co-written by Smith Haydon. It stars Zaid Iqbal and is distributed by ZIF Presents and Tiptop Films with a release date of September 23, 2013. It is an action thriller rated 15+ about a man standing alone.
Film title
The film FONT SHRAPNEL is an action thriller directed by Robert D'costa about a man seeking revenge who finds himself in a race for life against an unavoidable enemy. The film credits include Jasmine Gareth and William Adam for the screenplay, Harry Simon as producer, and Robert Sanders for casting, with a September 23, 2013 release date and a 15+ rating.
Font description
This font was chosen because it looks like it has been destroyed by bullets, matching the story of the film. The font also appears to have bullet holes shot through it. Overall, the damaged font is considered a good fit for the movie poster.
Movie posters
This document contains summaries of several action movie posters provided by Google image search results. The posters displayed fierce or angry facial expressions of protagonists, backgrounds of violence and destruction, and characters in poses suggesting aggression or combat. One poster in particular inspired the author to create their own action poster portraying a wounded protagonist with a fierce expression and bloody face holding a weapon amidst a raging fire, capturing the essence of violence and action.
Movie posters
This document contains summaries from a Google image search for "action and adventure violent poster". It discusses several movie posters that could provide inspiration for making an action poster. The posters highlighted show protagonists with fierce or angry facial expressions, bloody wounds, and explosive backgrounds. They are described as good examples that capture an aggressive impression and raging intensity that the author aims to emulate in their own action poster design.
The game forum that i am going to make is for people who like to play games a...
The document discusses plans to create an online game forum called "observation gaming" targeted towards males aged 16-20. The forum will allow users to share experiences playing various games, discuss new titles, and upload opinions on different games. Research will be conducted through online surveys and analyzing existing forums to understand what genres are most popular. The budget outlines costs for design software, audio equipment, cameras, and other expenses totaling £62,000. Advertising will take place on social media sites and YouTube where the target audience spends time online. The creator believes the forum will be successful and cover costs within a year if enough people engage with it.
Game forum presentation
The document outlines a proposed game forum called Observation Gaming. It will allow users to share what they observe during games and discuss action and adventure titles with others worldwide. Market research found 65% of people like using game forums. The target audience is mostly male ages 16-20. The forum will be advertised on social media and newspapers to promote discussion of new games between friends.
L2 final major_project_proposal_form
The student proposes to create a film poster for an action adventure movie. The poster will feature the main actor with blood splattered on his face and arms to convey a fierce impression. The target audience for the poster is adult males and females, as it contains images of blood that would not be suitable for children. To appeal to this audience, the poster will feature a fierce portrayal of the main actor. The student plans to use Photoshop and post-production techniques to design and finalize the poster after conducting initial research.
L2 final major_project_proposal_form
The student proposes to create a film poster for an action adventure movie. The poster will feature the main actor wounded with blood on his face and arms, conveying a fierce impression. The target audience is adult males and females, shown through an intense image including blood. Production techniques will include pre-visualizations, photo editing software, and post-production distribution online or on YouTube.
Jobs in creative_media
This document provides information about jobs in creative media such as film video and editorial. It discusses typical starting salaries ranging from £18,000-£25,000 and salaries with experience from £20,000-£35,000. Senior level salaries range from £37,000-£70,000. Most editors work as freelancers and are paid on a contract basis with rates varying. Hours may include shift work, long hours, and overtime to meet deadlines. Skills required include a keen eye for detail, creativity, patience, ability to work as part of a team and meet deadlines under pressure. No specific qualifications are required but software skills and a portfolio demonstrating editing abilities are important.
Jobs in creative_mediagg 77
The document discusses jobs in the creative media industry, specifically the role of a director. It provides information on the skills, qualifications, contracts, pay and methods of recruitment for directors. Directors must have strong communication skills, a deep passion for filmmaking, and the ability to work long hours. Formal qualifications are not required but extensive industry experience and practical experience are crucial for this role. Directors typically work their way up from entry-level positions over many years.
Jobs in creative_media 3
The document discusses jobs in creative media, focusing on costume designers for films. It outlines that costume designers are responsible for designing, creating, acquiring, and hiring all costumes for actors and extras. They typically work on a fixed-term contract for each film and are paid upon completion. The role requires skills in design, sewing, and practical garment production which can be developed through relevant qualifications. Effective costume designers also possess traits like creativity, strong communication skills, research abilities, and the ability to work well under pressure to tight deadlines. Most secure positions in this field through experience and industry contacts rather than entry-level opportunities.
Jobs in creative_media
This document discusses jobs in creative media such as film editing. It outlines typical salaries for film editors which range from £18,000-25,000 for entry-level positions to £37,000-70,000 for senior editors. Freelance rates vary and can be checked with unions. Hours may include shift work, long hours, and overtime to meet deadlines. Skills required include the ability to work well in teams, attention to detail, creativity, and strong communication and organizational skills. No specific qualifications are required but ongoing training is important to develop skills with software packages.
Jobs in creative_media
Film and video editors work both technically and creatively on computers. The role requires following various codes of conduct and legal guidelines. Salaries range from £18,000-£25,000 for entry-level positions up to £37,000-£70,000 for senior editors. Editors may work freelance on contracts or full-time. Skills needed include attention to detail, creativity, organization, and the ability to work well under pressure and on deadlines. Recruitment is typically through building experience, skills, and a professional network within the industry.
Jobs in creative_media 3
This document summarizes jobs in creative media, focusing on costume design. It outlines the responsibilities of costume designers in charge of designing, creating, acquiring, and hiring costumes for actors and extras. Costume designers typically work on short-term contracts for individual films and get paid upon completion. The document discusses required skills, qualifications like degrees in costume design or fashion, and certifications in garment production. It also lists transferable skills useful for the role like creativity, communication skills, and the ability to work under pressure to deadlines. Costume designers are typically recruited based on experience working their way up from other costume roles.
Uk film industry_worksheet
The UK film industry contributed £4.3 billion to the economy in 2006, up from £3.1 billion in 2004. In 2007, UK production activity reached £747 million and 516 films were released in the UK, a 58% increase over the previous decade. The UK also had 296 digital screens in 2007, double the number from 2006. The film industry is divided into five sectors: development, production, post-production, distribution, and exhibition.
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Ig2 l2 btec_assignment_2012_to_2013
- 1. Qualification Level 2 Diploma in Creative Media Production Unit number and title Unit 21:Creative Media Production Project Start date 18/03/2013 Deadline 23/05/2013 Assessor name Iain Goodyear Assignment title IG2 – Final Major Project The purpose of this assignment is to: Originate, develop and research an idea for a media product. Produce a word processed proposal for a media product. Manage a production process to create a media product. Evaluate the success of your production. Scenario As a media production specialist approaching the end of your one year programme of study, the time has come to demonstrate your ability in managing an independently devised production through the stages of pre-production, production and post production. You must devise initial ideas and select one that you will further develop using a broad combination of skills that you have acquired over the past year of studying your BTEC media diploma. The project must in some way relate to one or more disciplines across video, audio, motion graphics, photography and graphic design. You must demonstrate that you are able to plan in advance all stages of production and adhere to a production schedule that you yourself have devised. You must also, if encountered, evidence how you adapt to changes in your production schedule and overcome production difficulties. Good luck! 1
- 2. Tasks Grading Criteria Mapping Task 1 Use idea generation techniques including mind maps and spider diagrams to come up with some Unit 21: P1/M1/D1 initial ideas. Task 2 Prepare a word processed production proposal Unit 21: P2/M2/D2 finalise ideas for your media product prepare a proposal Task 3 Use pre-production techniques to draw up plans for your production. Unit 21: P3/M3/D3 You must include the following (relevant to your production idea and proposal): Risk assessment Storyboards Shooting schedules Script Production Diary Location recognisance Production schedules Contingency Plans Shot Logs Layout plans Test shots Any other relevant form of pre-production planning Task 4 Produce the media production as per the brief. Unit 21: P3/M3/D3 Task 5 Produce an evaluation of your media production that clearly highlights creative and technical Unit 21: P3/M3/D3 strengths and areas that could be improved. 2
- 3. This brief has been verified as being fit for purpose Iain Goodyear Date: 18/03/2013 Date: Unit 4 Creative Media Production Management Project (Level 3) P1 prepare a written M1 prepare a developed D1 prepare an imaginative and proposal for a media written proposal for a media well-detailed written proposal product [IE, CT] product for a media product P2 complete pre- M2 complete pre-production D2 complete pre-production production for a proposed for a proposed media product for a proposed media product media product [SM] Competently thoroughly P3 apply appropriate M3 apply appropriate D3 apply appropriate technology and techniques technology and techniques technology and techniques to create a proposed competently to create a skilfully to create a proposed media product that proposed media product that media product that clearly partially realises intentions mainly realises intentions realises intentions [SM] P4 review strengths and M4 describe strengths and D4 evaluate strengths and weaknesses of own weaknesses of own production weaknesses of own production production project work. project work with some detail project work with reference [RL] and with reference to to precise and detailed appropriate illustrative illustrative examples. examples. 3