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 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.
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 provides information about the 1976 and 2013 film adaptations of Carrie, including directors, release years, distributors, budgets, and box office earnings. It also includes interview information about why director Kimberly Peirce chose to remake Carrie in 2013. Students are tasked with writing an article comparing the two films and discussing factors involved in the remake, such as trends, financial factors, synergy between related products, and the relationship between production companies.
Oliver Toone is developing initial ideas for a short horror film as his final major project. The mood board contains images from other horror movies that will inspire settings, atmospheres, and character types for his own film. It also shows different camera angles commonly used in horror films, including close-ups to convey fear, long shots to show surrounding areas, point-of-view shots to involve the viewer, and high angles to reveal unseen events.
This document assesses risks for filming at four Manchester locations. Scene hazards identified include tripping, falling, and proximity to water. Controls already in place involve appropriate footwear, handrails, and staying away from edges. Further actions proposed are additional footwear oversight during filming, not running with equipment on stairs, and having crew oversee filming near bridges and water to prevent accidents. The risk assessment chart rates likelihood and consequences from extreme to low risk.
This document discusses key elements of a film poster including a blood-like face, films it is linked to, characters, and quotes about the film. It also mentions a face-resembling weapon, slogans, and release dates. Finally, it lists actors, scenery, titles, atmosphere, filming crews, and main characters as elements to analyze in the poster.
The document discusses several regulatory and professional bodies that regulate the UK creative media sector, including the British Board of Film Classification (BBFC) which classifies films and videos, the British Video Association (BVA) which represents video publishers and owners, the Film Distributors Association (FDA) which oversees film licensing, the Video Standards Council (VSC) which promotes standards in video and games, and Ofcom which regulates broadcasting and communications. It also mentions Trading Standards which protects consumers, the Press Complaints Commission (PCC) which deals with print media complaints, and the Advertising Standards Authority (ASA) which regulates advertising across all media.
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.
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 provides information about the 1976 and 2013 film adaptations of Carrie, including directors, release years, distributors, budgets, and box office earnings. It also includes interview information about why director Kimberly Peirce chose to remake Carrie in 2013. Students are tasked with writing an article comparing the two films and discussing factors involved in the remake, such as trends, financial factors, synergy between related products, and the relationship between production companies.
Oliver Toone is developing initial ideas for a short horror film as his final major project. The mood board contains images from other horror movies that will inspire settings, atmospheres, and character types for his own film. It also shows different camera angles commonly used in horror films, including close-ups to convey fear, long shots to show surrounding areas, point-of-view shots to involve the viewer, and high angles to reveal unseen events.
This document assesses risks for filming at four Manchester locations. Scene hazards identified include tripping, falling, and proximity to water. Controls already in place involve appropriate footwear, handrails, and staying away from edges. Further actions proposed are additional footwear oversight during filming, not running with equipment on stairs, and having crew oversee filming near bridges and water to prevent accidents. The risk assessment chart rates likelihood and consequences from extreme to low risk.
This document discusses key elements of a film poster including a blood-like face, films it is linked to, characters, and quotes about the film. It also mentions a face-resembling weapon, slogans, and release dates. Finally, it lists actors, scenery, titles, atmosphere, filming crews, and main characters as elements to analyze in the poster.
The document discusses several regulatory and professional bodies that regulate the UK creative media sector, including the British Board of Film Classification (BBFC) which classifies films and videos, the British Video Association (BVA) which represents video publishers and owners, the Film Distributors Association (FDA) which oversees film licensing, the Video Standards Council (VSC) which promotes standards in video and games, and Ofcom which regulates broadcasting and communications. It also mentions Trading Standards which protects consumers, the Press Complaints Commission (PCC) which deals with print media complaints, and the Advertising Standards Authority (ASA) which regulates advertising across all media.
Employment opportunities in the creative media sectorTooney1994
Full-time employment involves working a minimum number of hours defined by the employer. It often includes benefits like paid leave and health insurance. Part-time jobs involve fewer weekly working hours, usually less than 30-35 hours. Freelance workers are self-employed and not committed to a single long-term employer. Shift work divides the day into different shifts that various worker groups take on to provide 24/7 services. Permanent employees have a single long-term employer and receive benefits, while temporary employees have short-term contracts and may be called contractors.
Employment opportunities in the creative media sectorTooney1994
The document discusses different types of employment contracts, including their advantages and disadvantages. It describes full-time employment as working a minimum number of hours defined by the employer, often with benefits. Part-time jobs have fewer weekly hours, usually under 30-35. Freelance workers are self-employed and not committed to a single employer long-term. Shift work divides the day into shifts so that work can be provided 24/7. Permanent employees work directly for a single employer, while temporary positions have defined end dates. Voluntary work is unpaid assistance. Casual and contingent work can include hourly pay or piecework. Recruitment in the creative sector can occur through job centers, newspapers, personal contacts, networking,
Aperture controls the depth of field in a photograph by adjusting the size of the opening through which light enters the camera. A smaller aperture number means more light is let in, resulting in a shallower depth of field, while a larger number allows less light and a greater depth of field. Many photographers prefer using aperture priority mode to creatively control how their photographs look through depth of field adjustments.
The contact sheet is from Manchester. It contains contact information for various individuals and businesses located in the area. Key details include names, addresses, phone numbers, and other essential contact details to get in touch with locals in Manchester.
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.
Aperture controls the depth of field in a photograph by adjusting the size of the opening through which light enters the camera. A smaller aperture number means more light is let in, resulting in a shallower depth of field, while a larger number allows less light and a greater depth of field. Many photographers prefer using aperture priority mode to creatively control how their photographs look by adjusting the depth of field.
This document analyzes the front cover of the Kerrang magazine. Some key points:
- Kerrang targets people who listen to rock and metal music genres.
- The masthead font simulates broken glass to appeal to rock/metal fans.
- The main image features Oliver Sykes, singer of the band Bring Me The Horizon, to promote them.
- Cover lines promote other bands in a similar genre to attract readers.
A reality TV show called "Job Swap" is pitched where two celebrities with very different careers would swap jobs for a week. Like the show "Wife Swap", the celebrities would be given tasks in each other's professions that would normally take years of training to accomplish, testing if they can survive and cope in the other person's role. An example pitch is swapping famous chef Gordon Ramsay and outdoors expert Ray Mears so they each have to perform the other's job.
The document discusses several rules and techniques for photography composition, including the rule of thirds for framing images, using leading lines and balancing elements to guide the viewer's eye, considering symmetry and patterns, and controlling depth of field through aperture settings. It provides examples and explanations of these compositional techniques to improve photographic practice.
This document is a first draft script for a video titled "Infinity-Infinity Ink". It outlines 30 scenes with descriptions of shots, camera angles, character actions, and lyrics or narration that would accompany each scene. The script follows two characters who discover they are both part of the same group after finding money and items related to "Mr. Infinity" around the city and interacting with each other.
Oliver toone fmp script finished yeeeee Tooney1994
The group of survivors, James, Danny, and Matty, discuss their lack of success finding supplies at other houses in the area. Matty wants to leave for somewhere with more shelter options, but James thinks it's too dangerous to split up given the increasing number of "dead" spotted each day. They decide to gather what supplies they have and consider their next steps. Later, while checking another house, Matty screams and is cornered by a zombie. Danny rescues Matty and they flee in their car to take shelter in another abandoned house, surrounded by zombies.
This 3 sentence summary provides the key details about the music video planning assignment:
The assignment requires students to plan the production of a music video by researching and assigning production roles, developing scripts and storyboards, and producing comprehensive pre-production documentation through regular production team meetings, to be uploaded to their blog by the January 2nd deadline.
The document discusses rules and terminology for photography practice, including the rule of thirds which divides photographs into thirds so the focal point falls on the intersections, as well as framing, leading lines, balancing elements, symmetry and patterns, and depth of field.
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.
Employment opportunities in the creative media sectorTooney1994
Full-time employment involves working a minimum number of hours defined by the employer. It often includes benefits like paid leave and health insurance. Part-time jobs involve fewer weekly working hours, usually less than 30-35 hours. Freelance workers are self-employed and not committed to a single long-term employer. Shift work divides the day into different shifts that various worker groups take on to provide 24/7 services. Permanent employees have a single long-term employer and receive benefits, while temporary employees have short-term contracts and may be called contractors.
Employment opportunities in the creative media sectorTooney1994
The document discusses different types of employment contracts, including their advantages and disadvantages. It describes full-time employment as working a minimum number of hours defined by the employer, often with benefits. Part-time jobs have fewer weekly hours, usually under 30-35. Freelance workers are self-employed and not committed to a single employer long-term. Shift work divides the day into shifts so that work can be provided 24/7. Permanent employees work directly for a single employer, while temporary positions have defined end dates. Voluntary work is unpaid assistance. Casual and contingent work can include hourly pay or piecework. Recruitment in the creative sector can occur through job centers, newspapers, personal contacts, networking,
Aperture controls the depth of field in a photograph by adjusting the size of the opening through which light enters the camera. A smaller aperture number means more light is let in, resulting in a shallower depth of field, while a larger number allows less light and a greater depth of field. Many photographers prefer using aperture priority mode to creatively control how their photographs look through depth of field adjustments.
The contact sheet is from Manchester. It contains contact information for various individuals and businesses located in the area. Key details include names, addresses, phone numbers, and other essential contact details to get in touch with locals in Manchester.
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.
Aperture controls the depth of field in a photograph by adjusting the size of the opening through which light enters the camera. A smaller aperture number means more light is let in, resulting in a shallower depth of field, while a larger number allows less light and a greater depth of field. Many photographers prefer using aperture priority mode to creatively control how their photographs look by adjusting the depth of field.
This document analyzes the front cover of the Kerrang magazine. Some key points:
- Kerrang targets people who listen to rock and metal music genres.
- The masthead font simulates broken glass to appeal to rock/metal fans.
- The main image features Oliver Sykes, singer of the band Bring Me The Horizon, to promote them.
- Cover lines promote other bands in a similar genre to attract readers.
A reality TV show called "Job Swap" is pitched where two celebrities with very different careers would swap jobs for a week. Like the show "Wife Swap", the celebrities would be given tasks in each other's professions that would normally take years of training to accomplish, testing if they can survive and cope in the other person's role. An example pitch is swapping famous chef Gordon Ramsay and outdoors expert Ray Mears so they each have to perform the other's job.
The document discusses several rules and techniques for photography composition, including the rule of thirds for framing images, using leading lines and balancing elements to guide the viewer's eye, considering symmetry and patterns, and controlling depth of field through aperture settings. It provides examples and explanations of these compositional techniques to improve photographic practice.
This document is a first draft script for a video titled "Infinity-Infinity Ink". It outlines 30 scenes with descriptions of shots, camera angles, character actions, and lyrics or narration that would accompany each scene. The script follows two characters who discover they are both part of the same group after finding money and items related to "Mr. Infinity" around the city and interacting with each other.
Oliver toone fmp script finished yeeeee Tooney1994
The group of survivors, James, Danny, and Matty, discuss their lack of success finding supplies at other houses in the area. Matty wants to leave for somewhere with more shelter options, but James thinks it's too dangerous to split up given the increasing number of "dead" spotted each day. They decide to gather what supplies they have and consider their next steps. Later, while checking another house, Matty screams and is cornered by a zombie. Danny rescues Matty and they flee in their car to take shelter in another abandoned house, surrounded by zombies.
This 3 sentence summary provides the key details about the music video planning assignment:
The assignment requires students to plan the production of a music video by researching and assigning production roles, developing scripts and storyboards, and producing comprehensive pre-production documentation through regular production team meetings, to be uploaded to their blog by the January 2nd deadline.
The document discusses rules and terminology for photography practice, including the rule of thirds which divides photographs into thirds so the focal point falls on the intersections, as well as framing, leading lines, balancing elements, symmetry and patterns, and depth of field.
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 (17)
The document discusses the design choices made for the magazine cover. The title "Mash-up" was selected to appeal to fans of rock and metal music. A centered photo of the author with a serious expression was used as the main visual. Additional elements like a barcode, advertisements of interior articles, and colored text against a gradient background were included to make the cover appealing while clearly presenting information to the target audience.
This document discusses the layout of a double page magazine spread. It explains that columns are used to organize text neatly, and that including photos can help illustrate concepts for readers but too many photos may clutter the page. The author placed photos along the outside of the page and used different colored text to distinguish speakers and questions. A plain black background and default font were chosen to keep the layout clear and easy to read.
The document discusses editing a commercial podcast. It imported background music that was a well-known song to make the listener more engaged. It used audio effects to smoothly mix the music in at a consistent volume level. A level bar shows how loud the music was at different times, with higher levels being louder. The original voiceover was too long, so it removed some lines from the script to reduce the runtime to 28 seconds to meet the 30 second limit.
Harry Arnold was booked to do a voiceover for a Pizza Hut radio commercial on June 18th, 2014 at 10:00AM at the E6 Radio Studios located on Chatsworth Road in Eccles. The producer for the session was Oliver Toone.
This appears to be a final draft of a script. While no details of the script's plot or characters are provided in this single-line document, it indicates that a full script has been written and edited to a final version ready for production or performance. The brevity of the document title suggests this is intended as a concise reference to an existing script, rather than a substantive description of its content.
Pre-production research involves surveys to define the target audience for a film. Post-production research includes test screenings where members of the target demographic view an early edit and provide feedback via surveys. Anchorage refers to using signs, symbols, and context to assign meaning, like centering a popular actor on a film poster to imply it will be good. The Need for Speed posters use anchorage techniques like featuring cars, roads, and Aaron Paul to attract the target demographic of 15-35 year old males.
The document discusses three action/sci-fi films: Godzilla (2014), Jurassic Park (1993), and The Avengers (2012). It provides a brief synopsis of each film's plot. Godzilla battles two other monsters to save San Francisco. Jurassic Park features a man who brings dinosaurs back to life and opens a park, but the dinosaurs escape. The Avengers features a group of enhanced people who defend against an alien invasion. The document discusses why the author enjoys these genres, particularly for the storylines, monsters, and ability to follow characters across films. Social media and websites like YouTube and IMDb are discussed as sources to learn about and decide whether to watch films.
Oliver Toone was interviewed about his band Ignite. He discussed that the band formed 1.5 years ago among friends who practiced anywhere they could. They came in second place in a competition which helped them get noticed and get some small festival slots. Their first album is coming out in November. In 5 years, Oliver hopes the band will have a bigger fan base, sign with a bigger company, and be able to tour abroad beyond just England. They recently played at Download Festival and hope to play there again or even the main stage next year. Oliver considers their genre to be rock/metal but they have been labeled other genres depending on individual songs. Their main musical inspirations growing up were heavier bands but their clean singer
The document discusses pre-production, post-production, anchorage, synergy, and USP as they relate to blockbuster films. In pre-production, market research is important to identify the target audience. Post-production involves test screenings where the target audience provides feedback to refine the film. Anchorage uses signs and connotations in advertising to fix meaning, like featuring women and cars to appeal to the target demographic of Need for Speed. Synergy involves related products being sold, like Need for Speed video games. A film's USP is what makes people want to see it, such as attractive posters that draw in younger male viewers.
Oliver Toone documented a photography shoot for a magazine aimed at rock music fans. The shoot took place on March 11th in the college studio, using a Nikon D3100 camera, soft boxes, reflectors, and a model. Oliver applied techniques like rule of thirds but focused most on the model's face, using lighting to draw attention there and convey the magazine's visual message. Safety was ensured by keeping the lights, props, camera, and wires secure in the studio.
The document discusses the design choices for a magazine masthead and cover. The title "Mash-up" was selected to appeal to fans of rock and metal music. A distinctive but readable font was used for the masthead. A centered photo of the author with a serious expression was used as the main cover image to suit the magazine's tone. A barcode was placed in the bottom corner out of the way but following industry standard. A brief advertisement on the cover highlights some inside content and aims to attract the target readership.
1) The student planned to create a short film for their final project but due to time management issues, they were unable to complete it. Instead, they created four posters advertising a fictional film.
2) They learned new Photoshop and script writing skills over the course of the project.
3) Due to falling behind schedule, they had to change their project from a short film to film posters. They would manage their time better if they did the project again.
Final major project_proposal_form_updated, oliverTooney1994
Oliver Toone is proposing a short horror film set around Halloween as his final media production project. The film will be based around zombies attacking a house and surrounding streets. It will include conventions of the horror genre like creepy settings, dark lighting, and spooky events. The target audience is teenagers through middle-aged adults who enjoy horror films. To appeal to this audience, the film will include scary scenes, suspense, violence, and monsters. It will keep the audience engaged with no dry scenes. Oliver plans to film on location near his home to capture foggy, unsettling outdoor environments and flickering street lights. He will use point-of-view and standard camera shots along with camera techniques like zoom,
Oliver Toone conducted a survey of their college classmates about horror movies. The results showed that supernatural horror movies were the most popular among teenagers. Respondents also favored hero characters and films set in wooded locations. Common props like blood and knives in slasher films were two of the most popular answers regarding horror movie elements.
The document discusses three films that Oliver enjoys: Godzilla (2014), Jurassic Park (1993), and The Avengers (2012). Godzilla involves battling monsters to save San Francisco. Jurassic Park features a park with cloned dinosaurs that escape. The Avengers sees a group with powers defend Earth from an alien invasion. Oliver likes the storylines, CGI effects, and following characters across sequels in these action/sci-fi genre films.
This document provides an example rate card for commercial radio stations in Singapore, showing the costs of advertising at various times of day for different stations. The more money spent on advertising across stations, the higher the discount received - between £10,000-£75,000 spent results in an 8% discount, while over £500,000 gets a 35% discount.
Research task rec_and_quarantine (1) yeeeeeeeeTooney1994
This document discusses the Spanish horror film REC and its American remake Quarantine. REC was made in 2007 with a budget of $1.5 million and grossed $33 million. It was directed by Jaume Balagueró in a handheld documentary style. Quarantine was released in 2008 with a much larger budget of $12 million, earning $31 million. It was produced and distributed by Screen Gems quickly after REC's success to capitalize on the growing popularity of found footage horror films and reach a wider English-speaking audience. Factors like trends, finances, and vertical integration influenced the quick turnaround of the American remake.
1) The document discusses how to analyze films by looking at genres, codes and conventions, directors, characters, and narratives.
2) There are two types of directors - conventional directors who follow genre codes and auteur directors who break conventions.
3) The film Leon is provided as an example of an auteur film, breaking conventions by having the main character train a young girl in killing despite their age difference atypical for an action thriller.
The document describes editing a photograph taken in a normal environment using Photoshop. The editor first created a path around the subject, Ken, then added color to the stroke to make it stand out as it swirled around him. Effects like outer glow were added subtly to enhance the spiraling line and give it a 3D appearance, making the picture more lively without overpowering the image.
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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