This document provides the details of an assignment for a Level 3 Extended Diploma in Creative Media Production. The assignment involves students working in teams to produce a music video, including shooting footage, producing a production diary, and creating rough and final edits of the video. It outlines the tasks, grading criteria, and scenario for the assignment, which is focused on developing single camera techniques and music video production skills through a collaborative project.
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 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 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.
Music video script_ 3 (michael's version)megrobbo95
The document is a script for the music video of Olly Murs' song "Dance With Me Tonight." It provides directions for 13 scenes that make up the narrative of the music video. The story follows Olly and his friend Jamie as they get ready for their school prom. Their relationship is disapproved by Jamie's father at first, but in the end he accepts Olly after he professes his love for Jamie.
The document summarizes a photography student's process of selecting images and editing a poster to advertise a Christmas market at Salford Quays. It includes descriptions of three photos taken at Salford Quays using different camera settings and compositions. The student edited the photos in Photoshop and selected one as the basis for an initial poster design. Feedback indicated the original poster design was too wordy and dull. The student then redesigned the poster using bolder fonts, less text, and Christmas colors to make it more eye-catching and appropriate for children. In conclusion, the student reflects on techniques learned around composition and editing, and aims to focus more on camera settings and additional photographic rules in future projects.
Both magazines have male central images looking at the camera in the center, mastheads in the top left third and buttons in the top right third. However, NME has more smaller images than Q and uses different colored backgrounds, fonts, and positioning of cover lines to appeal to separate target audiences.
The British Board of Film Classification (BBFC) was established in 1912 to classify and censor films shown in the UK. It is responsible for classifying videos, DVDs, and some video games based on their suitability for different age groups, with the goal of protecting children and other vulnerable groups. The BBFC banned the film The Human Centipede Two due to its extremely violent and graphic content, but later gave it an 18 certificate after significant cuts were made. Studies like the Bobo Doll Experiment provide evidence that watching violent media can influence children's aggressive behaviors. The murder of James Bulger by two 10-year-olds was attributed in part to the violent media they were exposed to.
Coldplay creates music videos to promote their albums and extend their income. Their music videos for songs like "Every Teardrop is a Waterfall" and "Paradise" helped promote their album Mylo Xyloto, which sold over 6 million copies worldwide. Music videos allow Coldplay to reach larger audiences and sell more concert tickets, CDs, and merchandise. As one of the top selling music artists, Coldplay earns income from record sales, downloads, royalties, and concert ticket sales. They work with their record label, Capitol Records, to strategically promote and market their music.
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 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 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.
Music video script_ 3 (michael's version)megrobbo95
The document is a script for the music video of Olly Murs' song "Dance With Me Tonight." It provides directions for 13 scenes that make up the narrative of the music video. The story follows Olly and his friend Jamie as they get ready for their school prom. Their relationship is disapproved by Jamie's father at first, but in the end he accepts Olly after he professes his love for Jamie.
The document summarizes a photography student's process of selecting images and editing a poster to advertise a Christmas market at Salford Quays. It includes descriptions of three photos taken at Salford Quays using different camera settings and compositions. The student edited the photos in Photoshop and selected one as the basis for an initial poster design. Feedback indicated the original poster design was too wordy and dull. The student then redesigned the poster using bolder fonts, less text, and Christmas colors to make it more eye-catching and appropriate for children. In conclusion, the student reflects on techniques learned around composition and editing, and aims to focus more on camera settings and additional photographic rules in future projects.
Both magazines have male central images looking at the camera in the center, mastheads in the top left third and buttons in the top right third. However, NME has more smaller images than Q and uses different colored backgrounds, fonts, and positioning of cover lines to appeal to separate target audiences.
The British Board of Film Classification (BBFC) was established in 1912 to classify and censor films shown in the UK. It is responsible for classifying videos, DVDs, and some video games based on their suitability for different age groups, with the goal of protecting children and other vulnerable groups. The BBFC banned the film The Human Centipede Two due to its extremely violent and graphic content, but later gave it an 18 certificate after significant cuts were made. Studies like the Bobo Doll Experiment provide evidence that watching violent media can influence children's aggressive behaviors. The murder of James Bulger by two 10-year-olds was attributed in part to the violent media they were exposed to.
Coldplay creates music videos to promote their albums and extend their income. Their music videos for songs like "Every Teardrop is a Waterfall" and "Paradise" helped promote their album Mylo Xyloto, which sold over 6 million copies worldwide. Music videos allow Coldplay to reach larger audiences and sell more concert tickets, CDs, and merchandise. As one of the top selling music artists, Coldplay earns income from record sales, downloads, royalties, and concert ticket sales. They work with their record label, Capitol Records, to strategically promote and market their music.
This document summarizes several UK laws related to intellectual property, libel, privacy, broadcasting, human rights, and licensing:
- Copyright and Intellectual Property Law protects creative works and inventions and gives owners exclusive rights over publishing, licensing, and suing infringers.
- Libel Law allows actions for published statements that defame individuals and cause them financial loss or damage their reputation.
- Privacy Law deals with rules around personal information collection, storage, and use by governments and organizations.
- The Broadcasting Act of 1990 reformed British broadcasting and governs what can be shown on TV.
The document discusses several photographic composition techniques:
1) The rule of thirds suggests dividing an image into thirds both horizontally and vertically and placing subjects or focal points along the lines or intersections to create a more natural-looking image.
2) Framing uses elements within a scene to frame and draw attention to the main subject. Leading lines also guide the viewer's eye towards the subject.
3) Balancing elements suggests including a secondary, less important object to balance the composition and weight of the main subject. Symmetry and patterns can also create visual balance and attract the viewer.
4) Depth of field refers to the distance in front of and behind the focal plane that appears acceptably
This document discusses different elements of horror films including genre, location, camera angles, costumes, and props. It provides examples of different horror genres such as paranormal, supernatural, and thriller films. It also gives examples of common horror film locations like houses, forests, and schools. The document discusses how camera angles like close-ups can be used to focus on emotions or clues. It explains that costumes are important for establishing a character and often include masks to hide identities. Finally, it states that props like weapons, medical equipment, and vehicles can advance the plot and increase fear.
This document provides information about three romantic comedy films: Pretty Woman, When Harry Met Sally, and He's Just Not That Into You. For each film, it lists the release date, rating, director, running time, and a brief plot summary. It also discusses the author's choice of romantic comedy as their favorite genre. Some key points made are that the films typically have happy endings showing opposites attract, and feature stars like Julia Roberts and Hugh Grant. The document analyzes the films using concepts like codes and conventions, settings, characters, themes, narratives, and ideological messages. It also discusses how the author learns about new films through trailers in theaters and social media recommendations.
This document discusses different applications of photography across several industries:
- Advertising uses photography to promote and showcase products to target audiences. Examples include campaigns for Nike, Cadbury, and Honda.
- Fashion utilizes photography to advertise new clothing lines, seasons, and trends in magazines like Vogue and Elle as well as store displays.
- Music employs photography on album covers, posters, videos, and promotional materials to promote artists and sell concert tickets.
- Sports features photography in magazines, programs, newspapers and retail to generate interest in sports and athletes.
- Photojournalism communicates current and historical events through images to inform audiences about what is happening.
- Fine art photography creates aesthetically pleasing landscape
The photographer took photos for a music magazine. They wanted natural shots outside in natural light. One favorite shot showed a model posing naturally on a path. The photographer edited photos to improve colors, cropping and zooming to focus on the subject. They rejected photos with bad composition, lighting or backgrounds not relevant to music. The photographer learned to use techniques like rule of thirds and wants to improve settings and model direction for future shoots.
The document summarizes the results of a survey about horror film preferences. It found that younger age groups tended to prefer horror films the most, with supernatural and thriller genres being the most popular. Things that scare viewers most include suspense music, sudden noises or appearances of characters/objects. Based on the survey results, the filmmaker plans to include these scares in their short horror film and is reconsidering using a mystery ending in favor of a more popular twist ending. The survey provided useful audience information to help plan and design the short film.
The Leveson Inquiry was established in 2011 to investigate the culture and ethics of the British press in the wake of the phone hacking scandal at News of the World. Over 6 months, Lord Justice Leveson heard from 184 witnesses and 42 written statements. The inquiry aimed to examine relationships between the press, public, politicians, and police, as well as press regulation. Leveson's 2012 report found the existing Press Complaints Commission was insufficient and recommended establishing a new independent regulatory body with stronger enforcement powers like fines.
Salford City College and Salford City Reds are requesting a new logo for their sports academy that is cross-sport, modern, trendy, and will attract a youthful audience. The logo should symbolize all of the academies under one identity and be suitable for use across the college. The sports in the academy include football, boxing, rugby, cricket, volleyball, and recently added sports reporter and basketball.
Regulatory and professional bodies within the creative mediamegrobbo95
The British Board of Film Classification (BBFC) is a non-governmental organization funded by the film industry that is responsible for the national classification and censorship of films and some video games in the UK based on their suitability for different age groups. The Video Standards Council (VSC) was set up in 1989 to create a code of practice for the UK video industry and is responsible for age ratings of video games in the UK. The Office of Communications (Ofcom) is the government-approved regulatory authority for broadcasting, telecommunications, and postal industries in the UK and has a duty to represent consumers by promoting competition and protecting the public from harmful or offensive material.
1) MPM Productions is scouting locations for a music video shoot for Olly Murs' song "Dance With Me Tonight".
2) The document describes several scene setups that involve Jamie getting ready for prom with her friends in her bedroom, Olly throwing stones at Jamie's window to get her attention, and Jamie sneaking out the back door with her friends.
3) Shots include medium shots, long shots, close ups, and hand-held footage.
The props, camera angles, costumes, genre, and location are all important elements in music videos. Props add believability and credibility to the story, often including musical instruments. Camera angles demonstrate emotions through close-ups and different perspectives. Costumes communicate messages about the artist and song through stylized outfits. Genre influences the overall feel, with rock being edgier and pop having more of a story. Location also contributes to the narrative and mood, like nature for romantic songs or streets for darker themes.
The document is a script for the music video of Olly Murs' song "Dance With Me Tonight." It describes 13 scenes that make up the narrative of the music video. The story follows Olly and his friends as they get ready for the prom, pick up their dates, and attend the dance, where Olly and his love interest Jamie share a romantic moment that is interrupted by her father before being resolved.
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 summarizes several UK laws related to intellectual property, libel, privacy, broadcasting, human rights, and licensing:
- Copyright and Intellectual Property Law protects creative works and inventions and gives owners exclusive rights over publishing, licensing, and suing infringers.
- Libel Law allows actions for published statements that defame individuals and cause them financial loss or damage their reputation.
- Privacy Law deals with rules around personal information collection, storage, and use by governments and organizations.
- The Broadcasting Act of 1990 reformed British broadcasting and governs what can be shown on TV.
The document discusses several photographic composition techniques:
1) The rule of thirds suggests dividing an image into thirds both horizontally and vertically and placing subjects or focal points along the lines or intersections to create a more natural-looking image.
2) Framing uses elements within a scene to frame and draw attention to the main subject. Leading lines also guide the viewer's eye towards the subject.
3) Balancing elements suggests including a secondary, less important object to balance the composition and weight of the main subject. Symmetry and patterns can also create visual balance and attract the viewer.
4) Depth of field refers to the distance in front of and behind the focal plane that appears acceptably
This document discusses different elements of horror films including genre, location, camera angles, costumes, and props. It provides examples of different horror genres such as paranormal, supernatural, and thriller films. It also gives examples of common horror film locations like houses, forests, and schools. The document discusses how camera angles like close-ups can be used to focus on emotions or clues. It explains that costumes are important for establishing a character and often include masks to hide identities. Finally, it states that props like weapons, medical equipment, and vehicles can advance the plot and increase fear.
This document provides information about three romantic comedy films: Pretty Woman, When Harry Met Sally, and He's Just Not That Into You. For each film, it lists the release date, rating, director, running time, and a brief plot summary. It also discusses the author's choice of romantic comedy as their favorite genre. Some key points made are that the films typically have happy endings showing opposites attract, and feature stars like Julia Roberts and Hugh Grant. The document analyzes the films using concepts like codes and conventions, settings, characters, themes, narratives, and ideological messages. It also discusses how the author learns about new films through trailers in theaters and social media recommendations.
This document discusses different applications of photography across several industries:
- Advertising uses photography to promote and showcase products to target audiences. Examples include campaigns for Nike, Cadbury, and Honda.
- Fashion utilizes photography to advertise new clothing lines, seasons, and trends in magazines like Vogue and Elle as well as store displays.
- Music employs photography on album covers, posters, videos, and promotional materials to promote artists and sell concert tickets.
- Sports features photography in magazines, programs, newspapers and retail to generate interest in sports and athletes.
- Photojournalism communicates current and historical events through images to inform audiences about what is happening.
- Fine art photography creates aesthetically pleasing landscape
The photographer took photos for a music magazine. They wanted natural shots outside in natural light. One favorite shot showed a model posing naturally on a path. The photographer edited photos to improve colors, cropping and zooming to focus on the subject. They rejected photos with bad composition, lighting or backgrounds not relevant to music. The photographer learned to use techniques like rule of thirds and wants to improve settings and model direction for future shoots.
The document summarizes the results of a survey about horror film preferences. It found that younger age groups tended to prefer horror films the most, with supernatural and thriller genres being the most popular. Things that scare viewers most include suspense music, sudden noises or appearances of characters/objects. Based on the survey results, the filmmaker plans to include these scares in their short horror film and is reconsidering using a mystery ending in favor of a more popular twist ending. The survey provided useful audience information to help plan and design the short film.
The Leveson Inquiry was established in 2011 to investigate the culture and ethics of the British press in the wake of the phone hacking scandal at News of the World. Over 6 months, Lord Justice Leveson heard from 184 witnesses and 42 written statements. The inquiry aimed to examine relationships between the press, public, politicians, and police, as well as press regulation. Leveson's 2012 report found the existing Press Complaints Commission was insufficient and recommended establishing a new independent regulatory body with stronger enforcement powers like fines.
Salford City College and Salford City Reds are requesting a new logo for their sports academy that is cross-sport, modern, trendy, and will attract a youthful audience. The logo should symbolize all of the academies under one identity and be suitable for use across the college. The sports in the academy include football, boxing, rugby, cricket, volleyball, and recently added sports reporter and basketball.
Regulatory and professional bodies within the creative mediamegrobbo95
The British Board of Film Classification (BBFC) is a non-governmental organization funded by the film industry that is responsible for the national classification and censorship of films and some video games in the UK based on their suitability for different age groups. The Video Standards Council (VSC) was set up in 1989 to create a code of practice for the UK video industry and is responsible for age ratings of video games in the UK. The Office of Communications (Ofcom) is the government-approved regulatory authority for broadcasting, telecommunications, and postal industries in the UK and has a duty to represent consumers by promoting competition and protecting the public from harmful or offensive material.
1) MPM Productions is scouting locations for a music video shoot for Olly Murs' song "Dance With Me Tonight".
2) The document describes several scene setups that involve Jamie getting ready for prom with her friends in her bedroom, Olly throwing stones at Jamie's window to get her attention, and Jamie sneaking out the back door with her friends.
3) Shots include medium shots, long shots, close ups, and hand-held footage.
The props, camera angles, costumes, genre, and location are all important elements in music videos. Props add believability and credibility to the story, often including musical instruments. Camera angles demonstrate emotions through close-ups and different perspectives. Costumes communicate messages about the artist and song through stylized outfits. Genre influences the overall feel, with rock being edgier and pop having more of a story. Location also contributes to the narrative and mood, like nature for romantic songs or streets for darker themes.
The document is a script for the music video of Olly Murs' song "Dance With Me Tonight." It describes 13 scenes that make up the narrative of the music video. The story follows Olly and his friends as they get ready for the prom, pick up their dates, and attend the dance, where Olly and his love interest Jamie share a romantic moment that is interrupted by her father before being resolved.
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.
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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.
1
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:
2
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
3