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 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.
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.
O documento discute as principais fontes de informação científica disponíveis na web, incluindo artigos científicos e capítulos de livros como a informação científica principal, assim como teses, relatórios e preprints como literatura cinzenta. Ele também descreve as bases de dados de artigos científicos e repositórios digitais como as principais fontes para encontrar essa informação, assim como sistemas agregadores que reúnem várias dessas fontes.
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 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.
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.
O documento discute as principais fontes de informação científica disponíveis na web, incluindo artigos científicos e capítulos de livros como a informação científica principal, assim como teses, relatórios e preprints como literatura cinzenta. Ele também descreve as bases de dados de artigos científicos e repositórios digitais como as principais fontes para encontrar essa informação, assim como sistemas agregadores que reúnem várias dessas fontes.
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.
Joe Hayes created a music video for his Final Major Project. He chose to do a music video because he received his highest grade and most enjoyment from one in his first year. Joe researched other music videos in the genre to generate ideas and decided on fast paced scenes and popular branding. Joe filmed at various locations and pieced the clips together in Adobe Premiere Pro, realizing he needed more shots to fill the song's timeline. After getting additional footage and upgrading camera quality, Joe added editing techniques in After Effects before exporting back to Premiere Pro. Joe received mixed feedback but was happy with accomplishing his goal of creating a humorous video for his target audience.
The document discusses several action movies that the author enjoys, including Dredd (2012), Need for Speed, and The Avengers. It also covers some concepts relevant to analyzing films, such as star theory, media literacy, active spectatorship, reception theory, and intertextuality.
The document discusses advertising strategies used for the film Need for Speed starring Aaron Paul. TV shows like Top Gear and chat shows were used to promote the film and allow audiences to learn about it directly from the stars. Online promotion through clips at the E3 gaming convention on platforms like YouTube, Facebook, and Twitter helped fans of the games and Aaron Paul learn about the film. Choosing Aaron Paul as the lead helped draw in audiences who liked him from his role in Breaking Bad, even those not normally interested in racing films.
The document discusses the layout and design choices for a magazine double page spread interview. It explains that the columns were initially placed over the folding point but were moved to a more viewable part of the page. It also notes that the magazine's title was placed in the top left corner following research on other music magazines. The interviewee's name is the largest text and placed in the top right to be the first thing seen when turning the page. Questions are highlighted in red with a larger font size while answers use a smaller white text to fit while standing out from the background image.
The document discusses advertising strategies for the film Need for Speed starring Aaron Paul. It describes how the film was promoted on relevant TV networks like BBC1 and E4 given its target demographic of young males. Promotions also included Aaron Paul appearing on the TV chat show Top Gear to describe the film given the show's similar audience. Additionally, clips of Aaron Paul's appearance at the E3 gaming convention were shared widely online through YouTube, Facebook, and Twitter to reach more potential viewers. Casting Aaron Paul, known for his role in Breaking Bad, was a good choice to attract a wider audience and boost advertising by having him make appearances on other popular shows.
My dad's love of rock music inspired me to develop an ear for music from a young age. I began DJing at my first venue when I was 19, after a university tutor recognized my talent and offered me a small gig. I started with a Numark IDJ3 and upgraded to Pioneer CDJ-1000 when I earned money. My favorite venue was performing at a club in Manchester called Band On the Wall on my 23rd birthday, which had a good vibe without troublemakers. As a kid, my favorite band was Guns N' Roses due to my dad's loud playing, but I later discovered a passion for drum and bass/jungle music.
The document analyzes design choices for the front cover of a magazine called Digital Soundboy. It describes opting for a simple two-color red and white masthead placed at the top, as is common for magazines. It highlights the headline "dj hype & dj hazard" in larger yellow text below the masthead for visibility. Pricing for the magazine was set at £2.50 based on research of comparable publications priced between £2.50-£3.50. The front cover image uses a black and white photo the author took of mixing equipment to appeal to the intended audience.
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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.
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This document contains a script for a music video for the song "AYO!" by Sam Binga featuring Redders. The script outlines 7 scenes that will show Sam Binga miming the song's lyrics using a variety of camera shots as he engages in different activities and moves to different locations. Random intro shots are planned for the start of the song before cutting to scenes of Sam walking around and miming the lyrics in close-up, mid, and long shots in various locations. Further scenes continue miming the lyrics across changing sequences and shots as the song progresses, before a final closing scene concludes the video.
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Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
Joe Hayes took photos for his music magazine focused on the drum and bass genre. The majority of his images were music-based, as shown on his contact sheet. His target audience was predominantly males and females ages 18+ interested in drum and bass. He edited three photos - the first in black and white for an "old school" look targeting DJs ages 18-25, the second playing with color and contrast for a yellowy style, and the third with a green color. For his next project, he plans to take more photos to have a better selection, try different camera techniques beyond just depth of field, and diversify his subject matter.
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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