This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students working in teams to: [1] shoot footage and record sound for a music video based on pre-production materials; [2] maintain a weekly production log detailing contributions and issues; [3] complete rough and final edits of the music video individually; and [4] evaluate their final edit. The assignment aims to develop students' single camera techniques, music video production skills, and ability to work professionally in a collaborative team.
This document provides an 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.
This document provides an assignment brief for a music video production project. The brief outlines the units, start/end dates, assessor, and assignment title. The purpose is to develop research, idea generation, script writing, and pre-production skills for a music video. The tasks include analyzing conventions in existing music videos, generating ideas, creating a budget, writing a proposal/treatment, and drafting a script. The grading criteria are mapped to the relevant learning outcomes. Sources of information and sign-off are also included.
This document provides the assignment brief for a music video research and pre-production project. The assignment includes 5 tasks: 1) analyzing conventions in 3 existing music videos; 2) generating ideas for a new music video; 3) producing a budget and staffing plan; 4) writing a proposal and treatment; and 5) writing a script. The deadline is November 12th and the assignment will be assessed based on criteria for 3 qualifications in creative media production.
The document discusses the purposes and benefits of music videos for artists and their target audiences. It explains how music videos can promote artists by generating buzz and attracting new fans. They also help extend artists' income by driving ticket and merchandise sales from increased exposure. Music videos further allow artists to reach broader audiences through multiple outlets like music channels, radio, and websites. Signing with a major record label provides synergy opportunities through the label's marketing connections and expertise in promotion. Producers develop strategic plans around touring schedules, album releases, targeted demographics, and gauging audience reception to videos and shows.
This document is a draft script for a music video for the song "Spaceman" by the band The Killers. The script outlines 29 scenes that will be filmed of the band recording and performing the song in a studio, interspersed with lyrics. It provides descriptions of shots and camera angles alongside timestamps for when specific lyrics and elements of the song will be featured. The overall plot follows the band as they record the track in black and white, then perform it in color at the end.
The document describes an academy called Eccles Sports Academy. It contains the name of the academy repeated in different formats across multiple lines. The academy's name, Eccles Sports Academy, is the main information provided.
This call sheet was prepared by Clayton Skorski for a film shoot taking place on February 24, 2013 in Manchester, UK. The shoot is scheduled to take place from 3pm-12pm at an address on Hilton Lane. Clayton will be the camera person and director of photography, while Denni Hepburn will direct and Ellie Ryan will be the production runner and producer. Scenes may include reshoots from previous days. Cast and crew contact details are provided. The weather is expected to be cold with potential light showers. Local hospitals and markets are also listed.
The document proposes a performance-based music video for the song "Spaceman" by The Killers. It will feature close-ups of the band playing their instruments with dim, black-and-white lighting. The video will show the process of setting up equipment, performing, and editing the recorded music. It provides examples of similar music videos and outlines the crew, equipment needs, and potential concerns for the production.
This document provides an 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.
This document provides an assignment brief for a music video production project. The brief outlines the units, start/end dates, assessor, and assignment title. The purpose is to develop research, idea generation, script writing, and pre-production skills for a music video. The tasks include analyzing conventions in existing music videos, generating ideas, creating a budget, writing a proposal/treatment, and drafting a script. The grading criteria are mapped to the relevant learning outcomes. Sources of information and sign-off are also included.
This document provides the assignment brief for a music video research and pre-production project. The assignment includes 5 tasks: 1) analyzing conventions in 3 existing music videos; 2) generating ideas for a new music video; 3) producing a budget and staffing plan; 4) writing a proposal and treatment; and 5) writing a script. The deadline is November 12th and the assignment will be assessed based on criteria for 3 qualifications in creative media production.
The document discusses the purposes and benefits of music videos for artists and their target audiences. It explains how music videos can promote artists by generating buzz and attracting new fans. They also help extend artists' income by driving ticket and merchandise sales from increased exposure. Music videos further allow artists to reach broader audiences through multiple outlets like music channels, radio, and websites. Signing with a major record label provides synergy opportunities through the label's marketing connections and expertise in promotion. Producers develop strategic plans around touring schedules, album releases, targeted demographics, and gauging audience reception to videos and shows.
This document is a draft script for a music video for the song "Spaceman" by the band The Killers. The script outlines 29 scenes that will be filmed of the band recording and performing the song in a studio, interspersed with lyrics. It provides descriptions of shots and camera angles alongside timestamps for when specific lyrics and elements of the song will be featured. The overall plot follows the band as they record the track in black and white, then perform it in color at the end.
The document describes an academy called Eccles Sports Academy. It contains the name of the academy repeated in different formats across multiple lines. The academy's name, Eccles Sports Academy, is the main information provided.
This call sheet was prepared by Clayton Skorski for a film shoot taking place on February 24, 2013 in Manchester, UK. The shoot is scheduled to take place from 3pm-12pm at an address on Hilton Lane. Clayton will be the camera person and director of photography, while Denni Hepburn will direct and Ellie Ryan will be the production runner and producer. Scenes may include reshoots from previous days. Cast and crew contact details are provided. The weather is expected to be cold with potential light showers. Local hospitals and markets are also listed.
The document proposes a performance-based music video for the song "Spaceman" by The Killers. It will feature close-ups of the band playing their instruments with dim, black-and-white lighting. The video will show the process of setting up equipment, performing, and editing the recorded music. It provides examples of similar music videos and outlines the crew, equipment needs, and potential concerns for the production.
This document provides the assignment brief for a music video research and pre-production project. The assignment includes 5 tasks: 1) analyzing 3 existing music videos, 2) generating ideas for a new music video, 3) producing a budget and staffing plan, 4) writing a proposal and treatment, and 5) writing a script. The assignment must be completed individually and submitted through a blog by November 12th, 2012. It will help students develop research, idea generation, and pre-production skills for music video production.
Close ups fill the frame with a single subject or object to focus attention on details like facial expressions. They are commonly used in music videos to match fast or intense scenes based on the tempo of the song. Perfect thirds position a subject off-center in the frame to create interesting angles that focus on a character or object while still showing some of the background, adding depth to the shot. Both techniques can be used in any genre of music video or photography by adjusting the framing to suit different scenes or moods.
This call sheet provides details for a film shoot taking place on February 18th, 2013 at the Hilton Lane location in Manchester. It lists the contact information for three crew members - Clayton Skorski, Denni Hepburn, and Ellie Ryan. The schedule outlines the scenes and script pages to be shot that day, as well as safety notes, weather forecast, hospital information, and details of shots planned between 3-12pm including locations and descriptions.
Music videos provide promotional, financial, and distribution benefits for artists and record labels. Promotionally, posting videos on websites like YouTube, Facebook, and the band's own page helps advertise new music releases and remind fans to listen. This wider promotion can grow the artist's audience and increase music sales. Financially, more fans means more money from album sales, merchandise, and concert tickets. Distribution-wise, videos are accessible on the artist's website and music streaming/video sites, providing multiple outlets for fans to enjoy and purchase the music. Record label partnerships and branded merchandise also help jointly promote the artist and label for mutual synergy and benefit.
The document summarizes research conducted to develop a radio show for college. It involved surveying 50 students about their music preferences, researching other radio stations, and conducting primary research through questionnaires, interviews and focus groups. The research found that rock, pop, hip-hop and dance from the 1980s were most popular among the 50 students.
This document is a second draft script for a music video by The Killers for their song "Spaceman". It outlines 29 scenes that will be filmed of the band performing and recording the song in a studio. The script provides direction for camera shots, angles, and movement that correspond with lyrics and elements of the song. It shows the band recording, laughing together, and the lead singer performing vocals inside and outside the studio.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The director oversees all aspects of filming and works closely with the camera operator, lighting crew, and sound team to achieve their vision. The camera operator must understand the director's vision and use storyboards to ensure they capture the intended shots. The lighting crew controls the atmosphere through lighting effects and works closely with the director. The sound team records audio, edits it as needed, and collaborates with the director on any requested changes.
This music video first draft script summarizes the filming of The Killers recording the song "Spaceman" in the studio. It includes 29 scenes that would show the band recording vocals and instruments, listening back to recordings, and editing the song. The script provides timing cues to align the video shots with the song's lyrics and music. It concludes with shots of the band finishing the recording, packing up, and leaving the studio with a finished CD.
The document discusses preferences for indie/rock music versus pop/R&B music. For indie/rock, the writer enjoys how bands play their own instruments and can create complex musical builds that enhance lyrical meaning and give an emotional response. They cite liking the song "Glamorous Indie Rock and Roll" by The Killers for this reason. For pop/R&B, the writer notes this genre has an upbeat style that can also convey lyrical meaning popularly. They provide the example of enjoying Rihanna's song "Rockstar" for its attitude and carefree depiction in the video.
This document is a draft script for a music video for the song "Spaceman" by The Killers. It outlines 29 scenes that will show the band recording the song in a studio, performing parts of the song, and packing up at the end. The script syncs each scene with lyrics or music from the track. It is written to be filmed in black and white for most of the video before transitioning to color for the final performance scene.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides the qualification details, unit numbers, assessor name, start and deadline dates, and assignment title. It then describes the scenario of working in a collaborative team to produce and post-produce a music video using pre-production materials. The tasks involve shooting footage for the music video while documenting any production issues, doing a rough and final edit of the video with evaluations, and meeting specified grading criteria for the relevant units.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document provides the assignment brief for a music video research and pre-production project. The assignment includes 5 tasks: 1) analyzing 3 existing music videos, 2) generating ideas for a new music video, 3) producing a budget and staffing plan, 4) writing a proposal and treatment, and 5) writing a script. The assignment must be completed individually and submitted through a blog by November 12th, 2012. It will help students develop research, idea generation, and pre-production skills for music video production.
Close ups fill the frame with a single subject or object to focus attention on details like facial expressions. They are commonly used in music videos to match fast or intense scenes based on the tempo of the song. Perfect thirds position a subject off-center in the frame to create interesting angles that focus on a character or object while still showing some of the background, adding depth to the shot. Both techniques can be used in any genre of music video or photography by adjusting the framing to suit different scenes or moods.
This call sheet provides details for a film shoot taking place on February 18th, 2013 at the Hilton Lane location in Manchester. It lists the contact information for three crew members - Clayton Skorski, Denni Hepburn, and Ellie Ryan. The schedule outlines the scenes and script pages to be shot that day, as well as safety notes, weather forecast, hospital information, and details of shots planned between 3-12pm including locations and descriptions.
Music videos provide promotional, financial, and distribution benefits for artists and record labels. Promotionally, posting videos on websites like YouTube, Facebook, and the band's own page helps advertise new music releases and remind fans to listen. This wider promotion can grow the artist's audience and increase music sales. Financially, more fans means more money from album sales, merchandise, and concert tickets. Distribution-wise, videos are accessible on the artist's website and music streaming/video sites, providing multiple outlets for fans to enjoy and purchase the music. Record label partnerships and branded merchandise also help jointly promote the artist and label for mutual synergy and benefit.
The document summarizes research conducted to develop a radio show for college. It involved surveying 50 students about their music preferences, researching other radio stations, and conducting primary research through questionnaires, interviews and focus groups. The research found that rock, pop, hip-hop and dance from the 1980s were most popular among the 50 students.
This document is a second draft script for a music video by The Killers for their song "Spaceman". It outlines 29 scenes that will be filmed of the band performing and recording the song in a studio. The script provides direction for camera shots, angles, and movement that correspond with lyrics and elements of the song. It shows the band recording, laughing together, and the lead singer performing vocals inside and outside the studio.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The director oversees all aspects of filming and works closely with the camera operator, lighting crew, and sound team to achieve their vision. The camera operator must understand the director's vision and use storyboards to ensure they capture the intended shots. The lighting crew controls the atmosphere through lighting effects and works closely with the director. The sound team records audio, edits it as needed, and collaborates with the director on any requested changes.
This music video first draft script summarizes the filming of The Killers recording the song "Spaceman" in the studio. It includes 29 scenes that would show the band recording vocals and instruments, listening back to recordings, and editing the song. The script provides timing cues to align the video shots with the song's lyrics and music. It concludes with shots of the band finishing the recording, packing up, and leaving the studio with a finished CD.
The document discusses preferences for indie/rock music versus pop/R&B music. For indie/rock, the writer enjoys how bands play their own instruments and can create complex musical builds that enhance lyrical meaning and give an emotional response. They cite liking the song "Glamorous Indie Rock and Roll" by The Killers for this reason. For pop/R&B, the writer notes this genre has an upbeat style that can also convey lyrical meaning popularly. They provide the example of enjoying Rihanna's song "Rockstar" for its attitude and carefree depiction in the video.
This document is a draft script for a music video for the song "Spaceman" by The Killers. It outlines 29 scenes that will show the band recording the song in a studio, performing parts of the song, and packing up at the end. The script syncs each scene with lyrics or music from the track. It is written to be filmed in black and white for most of the video before transitioning to color for the final performance scene.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines the tasks and criteria for a student's assignment to produce a music video as part of their qualifications in creative media production. The student is expected to work in a team to shoot footage for their music video based on their pre-production materials. They must document the production process with photos and a weekly production log detailing any issues encountered. Individually, the student must complete rough and final edits of the music video and submit an evaluation critiquing their final edit while demonstrating editing techniques used. The assignment aims to develop the student's skills in single camera techniques, music video production, and addressing challenges that may arise during the production and post-production process.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides the qualification details, unit numbers, assessor name, start and deadline dates, and assignment title. It then describes the scenario of working in a collaborative team to produce and post-produce a music video using pre-production materials. The tasks involve shooting footage for the music video while documenting any production issues, doing a rough and final edit of the video with evaluations, and meeting specified grading criteria for the relevant units.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
IG3 music video assignment 2013 to 2014shaunaeleacy
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students with editing the footage into a rough cut and final edit of the music video. Students are also asked to evaluate their final edit, discussing the editing techniques used. The assignment is assessed based on criteria from Units 22, 29, and 1, which relate to single camera techniques, music video production, and pre-production.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides scenarios where students work in production roles to shoot footage for the video. It then tasks students to complete a rough edit as a group, and final individual edits of the video. Students must also submit a production diary and evaluation of their final edit. The assignment is assessed based on criteria for the units Single Camera Techniques, Music Video Production, and Pre-Production Techniques.
This document outlines an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students producing a music video. It provides the qualification details, unit numbers, assessor name, start and deadline dates, and assignment title. It then describes the scenario of working in a collaborative team to produce and post-produce a music video using pre-production materials. The tasks involve shooting footage for the music video while documenting any production issues, doing a rough and final edit of the video, and evaluating the final edit.
Similar to Ig3 music_video_assignment_updated_02.2013 (18)
This document outlines the schedule for a BTEC Level 3 Extended Diploma in Creative Media Production course at Eccles Sixth Form Centre for the weeks between April 15th and May 20th. It details the tasks to be completed each week for the Film, TV and Radio module HA4 - Objects of Desire, including pre-production, production and post-production work on tasks 3, 4 and 5 culminating in a deadline on May 20th.
The document outlines a production diary and progress plan for a student's music video project over several months. It details filming at a school recording studio in February, editing the footage to match the music in March. It notes uploading a first draft to YouTube and writing a halfway evaluation. It further describes gathering more footage and starting the final edit in April, then finishing and evaluating the final video by late April. The plan aims to film, edit, and refine the music video over multiple stages while gathering evidence and feedback along the way.
We began learning Adobe Illustrator and After Effects by making rolling titles for a film. We looked up technical terms to understand how to use various tools and effects. This helped us create titles for a TV channel and logo for a college. We analyzed other titles and logos for inspiration. Creating an ident for the TV channel on our own helped us better understand After Effects. Designing a logo for the college sports academy from scratch allowed more creativity using Illustrator. Studying storyboards helped in planning and making a video more efficiently. Though the software was difficult, completing these projects improved our basic skills in Illustrator and After Effects.
Eccles Sports Academy is an organization mentioned repeatedly in the document. The document does not provide any other details about Eccles Sports Academy, its purpose, activities, or mission in the 3 brief repetitions of its name.
Pp production schedule_call_sheet_templateDenniHepburn96
This production schedule call sheet outlines the details for filming a TV advertisement for Skull Candy headphones, including the crew roles, location, call time, transportation, and actors. Denni Hepburn will serve as the writer, producer, director, camera operator, sound technician, and props for the shoot taking place on April 30th at 10am at Eccles College photography studio, using 5 student actors from Eccles in their own clothing without makeup.
This risk assessment sheet is for a TV advertisement filming project at a photography studio. It identifies triping over wires as a possible hazard with a risk level of 2. The solutions proposed are to keep wires neat, warn people of the wires, and use bright tape to hold wires down to prevent tripping and protect equipment from damage if someone falls. Contact information is also provided for the site safety manager and local emergency services.
This production plan outlines the requirements for a TV advertisement for Skull Candy headphones, including filming equipment needed such as a camera, tripod, and flashgun. It lists crew roles of camera person and actors, with 5 actors needed to wear the headphones. Transport of a bus to college is required, along with headphones as props. Post-production will include music, brighter colors, and potentially voice-over.
Denni Hepburn booked various photography and video equipment from the Media Department at Salford Community College from April 29th to May 3rd, 2013. The equipment included one HD SLR camera, one tripod, and one SD card to be used in the Photography Studio. Christopher Gladwin at Salford Community College was notified of the booking.
The document provides an evaluation of the student's final music video project. It summarizes the planning process which involved researching equipment costs, filming locations, and who would fill what roles. Storyboards and scripts were created to stay organized. Reference music videos were analyzed to understand effective angles, action, and how to capture band performances. The video was filmed at the student's high school, featuring two artists comfortable with the process. Additional footage was later captured. Editing incorporated effects like overlapping footage to add interest beyond the initial black and white idea. Feedback was that more raw footage could have been collected, but working with the existing material, an original, professional final video was produced matching the referenced genre and song.
The document is a synopsis for a TV advertisement for Skull Candy headphones. The ad will showcase the foldable feature of the headphones by showing people folding and storing them. It will depict both adults and teens using the headphones to demonstrate they are for everyone. The ad will be filmed using a stop-motion technique of compiling many pictures to create movement. The slogan for the ad is "Foldable, affordable".
The meeting record summarizes a production meeting held by Muvic Productions on February 19th, 2013 from 3:45pm to 4:00pm in the library. Clayton Skorski, Denni Hepburn and Ellie Ryan were present with no apologies. They agreed to begin filming on February 25th from 2:30pm to 4:30pm and assigned job roles for each set location.
Muvic Productions held a meeting on 19/2/2013 from 3:45pm to 4:00pm in the library to discuss filming plans. They agreed to film on Tuesday 26/2/2013 from 10am to 12pm and assigned job roles to crew members for each set location. Clayton Skorski took the minutes and those present included Clayton, Denni Hepburn and Ellie Ryan with no apologies received.
This call sheet summarizes the filming schedule and crew contact information for a shoot taking place on February 21st, 2013 in Manchester, UK. The camera operator and director of photography is Clayton Skorski, the director is Denni Hepburn, and the production runner/producer is Ellie Ryan. Scenes 15-16, 22, 24-28 will be shot outside and inside at a location in Hilton Lane between 3-5pm. The call sheet provides safety information, weather forecasts, hospital locations, and schedules shots by time and scene description.
This risk assessment evaluates hazards for filming at Harrop Fold High School in Manchester. It identifies potential risks like wires, electrical equipment, and confined spaces. Controls are in place like taping wires down, monitoring equipment use, and limiting people in small spaces. The assessment rates risks as low for wires and confined spaces due to controls, and moderate for electrical equipment. Further actions like using yellow tape and taking equipment breaks are recommended to improve safety.
This risk assessment evaluates hazards for filming at Harrop Fold High School in Manchester. It identifies potential risks like wires, electrical equipment, and confined spaces. Controls are in place like taping wires down, monitoring equipment use, and limiting people in small spaces. The assessment rates risks as low for wires and confined spaces due to controls, and moderate for electrical equipment. Further actions like using yellow tape and taking equipment breaks are recommended to improve safety.
1. Qualification Level 3 Extended Diploma in Creative Media Production
Unit number and title Unit 22 Single Camera Techniques– Partial
Unit 29 Music Video Production - Partial
Start date 26/02/2013
Deadline 29/04/2013
Assessor name Iain Goodyear
Assignment title IG3 – MUSIC VIDEO PRODUCTION
Scenario
Media production is a collaborative team effort. Successful media productions rely on team work and working within specific
roles that you should have previously identified. You are now at a stage where you are ready to commence the production and
post-production phases of your short film. You have prepared all relevant pre-production materials and you must now use pre-
production documentation to produce your short film footage.
Prior to filming you must ensure that you thoroughly understand your job role and the responsibilities that accompany your role.
To ensure the smooth running of the production process, it is essential that you do not encroach on the job roles of others in
your team. Remember, good communication and team work skills are essential and every member of your production team
is expected to equally contribute to the production of your short film.
Media production is rarely a smooth process and inevitably you will encounter difficulties. The challenge for you as media
producers is ensuring that your production does not come to a halt due to unforeseen production difficulties. For this
assignment you will need to provide evidence of how you manage and deal with production (and any problems that may
arise) in the form of a production diary.
Once the production process is complete you and your team will use post-production techniques to edit your music video. In
many ways, post-production is the most important part of media production. It is the final stage of the production process that
allows you to creatively shape and mould your production into an intended vision. For this assignment you must produce
individual edits of your music video. This will help you to provide evidence of knowledge and application of video post-
production techniques.
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2. Tasks Grading Criteria Mapping
Task 1 Unit 22: P3/M3/D3
Unit 29: P4/M4/D4
Using pre-production documentation produced in your IG2 assignment; you must work as
a team to shoot your music video rushes and record any relevant sound e.g. ambient
location sound. It is expected that you will need to shoot and/or re-shoot additional
footage during this process.
You must photographically document the production phase of your music video shoot.
Once the production phase of your music video shoot is complete, you must upload your
photographs and include annotations that give the photographs context for the viewer
(your tutor).
Task 2 Unit 22: P3/M3/D3
Unit 29: P4/M4/D4
Produce a weekly production log. You must produce production log entries once a
week that details your contributions that week to your group production. This log
must provide details of any difficulties you encountered and summaries of how you dealt
with any production difficulties you experience.
Task 3 Unit 22: P3/M3/D3
Unit 29: P4/M4/D4
A. Produce a rough edit of your music video using the rushes you have uploaded
into Adobe Premiere as a group.
B. When finished, you must explain what improvements you will make for your
final edit. This can be word processed or voice recorded.
C. Produce a final edit of your music video.
Task 4 Unit 22: P3/M3/D3
Unit 29: P4/M4/D4
Produce word processed evaluation that critiques your individually produced final
edit.
This commentary must discuss strengths and weaknesses of your final edit and describe
the editing techniques you have used and why you have used those techniques. This
evaluation should be supported with print screened images that relate to what you are
describing and discussing in your evaluation.
Your evaluation must be uploaded to your IG3 assignment blog.
This brief has been verified as being fit for purpose
Date: 26/02/2013
Date:
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3. 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 29 Music Video Production (Level 3)
P1: describe the purposes of music M1: explain the purposes of music D1: comprehensively explain the
videos with some appropriate use of videos with reference to detailed purposes of music videos with
subject terminology illustrative examples and with elucidated examples and consistently
[IE] generally correct use of subject using subject terminology correctly
terminology
P2: describe the styles, conventions M2: explain the styles, conventions D2: comprehensively explain the
and techniques of music videos with and techniques of music videos with styles, conventions and techniques of
some appropriate use of subject reference to detailed illustrative music videos with elucidated
Terminology examples and with generally correct examples and consistently using
[CT] use of subject terminology subject terminology correctly
P3: originate and plan a music video M3: originate and plan a music video D3: originate and plan a music video
production for a specific music track production for a specific music track production for a specific music track
working within appropriate effectively showing some imagination to a technical quality that reflects
conventions with some assistance and with only occasional assistance near-professional standards, showing
[CT] creativity and flair and working
independently to professional
expectations
P4: work to complete production of a M4: work competently to complete D4: work to a technical quality that
music video working within production of a music video showing reflects near-professional standards to
appropriate conventions and with some imagination and with only complete production of a music video,
some assistance occasional assistance showing creativity and flair and
working independently to professional
expectations
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