This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents including a risk assessment, storyboards, scripts and schedules to plan their production.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their
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This certificate recognizes that C.F. Claassen successfully completed the Basic Insurance Assistant Course at Action Training Academy on September 30, 2011. The certificate was issued by the instructor/director of Action Training Academy, a private training company registered in Vanderbijlpark, South Africa.
This document summarizes an e-commerce solution called BoostMySale that provides a complete, integrated platform for online retailers. It manages product listings, orders, and inventory across multiple sales channels. The platform aims to automate processes, provide business reports, and address pain points of existing piecemeal solutions. It serves over 500 customers monthly and has experienced strong growth through new customers and integrated marketing tools.
Ley del instituto nacional para la evaluación de la educaciónAnelin Montero
Este documento establece la Ley del Instituto Nacional para la Evaluación de la Educación en México. Define al Instituto como un organismo autónomo responsable de coordinar el Sistema Nacional de Evaluación Educativa. Sus objetivos son evaluar la calidad del sistema educativo para mejorar los resultados, y garantizar la prestación de servicios educativos de calidad. El Instituto es responsable de diseñar e implementar evaluaciones periódicas de los estudiantes, maestros, escuelas y programas educativos, y de emitir informes y recomendaciones para mejorar el
This certificate recognizes that C.F. Claassen successfully completed the Basic Insurance Assistant Course at Action Training Academy on September 30, 2011. The certificate was issued by the instructor/director of Action Training Academy, a private training company registered in Vanderbijlpark, South Africa.
This document summarizes an e-commerce solution called BoostMySale that provides a complete, integrated platform for online retailers. It manages product listings, orders, and inventory across multiple sales channels. The platform aims to automate processes, provide business reports, and address pain points of existing piecemeal solutions. It serves over 500 customers monthly and has experienced strong growth through new customers and integrated marketing tools.
The document provides a production log for creating various 3D models and animations using basic primitive shapes in 3Ds Max. It summarizes the process of:
1) Creating a basic bedroom using only cubes and cuboids to furnish, including adding details like an open wardrobe door and a messy bed.
2) Animating a walking loop for a cube-shaped character, including adding swaying body movements and arm swinging to make it more realistic.
3) Modeling a penguin character out of primitive shapes like pyramids and oiltanks, and animating it with wing flapping, beak opening, and waddling movements.
4) Attempting to model a proportionate
This document provides details on the planning and initial work for creating caricature models of the band The Cure in a low poly art style for a project. It discusses the band members that will be modeled - Robert Smith, Porl Thompson, Simon Gallup, and Boris Williams. Reference images and initial sketches of exaggerated facial features are shown. A basic low poly body model is created to build the characters from. Next steps include refining Simon and Boris' caricatures, starting character models for Robert and Porl, and creating a simple background scene from a Cure music video.
The document is a production log for animating a penguin character. It describes how the creator started with primitive shapes and developed them into a bird-like shape that they decided to make into a penguin. Details are provided about improvements made to the beak, placement of features like eyes and feet, and additions like color scheme, hair, and cheeks to make it look more like a penguin. The animation process is briefly outlined, describing parenting the body and animating wing flaps, beak movement, and waddling.
The document is a production log for a 3D model created in 3Ds Max using only cubes and cuboids. It describes the process of modeling a bedroom from the author's flat by starting with walls and floor, then adding larger furniture items like a bed and wardrobe, and finally adding smaller details and electronics to complete the virtual recreation of the room. References were used to help with perspective and layout.
This production diary outlines the progress made over several months in developing a video game for a BTEC final major project. It documents tasks such as researching other games, creating design documents, developing game mechanics in a tech demo, making sprites and animations, adding audio, and tweaking the game based on feedback. The diary provides weekly updates on the status of tasks and plans for continuing to finish the remaining work, such as completing sprites, adding audio, and exporting the final game. Potential issues are also noted, like encountering event limits, and contingency plans for addressing problems.
The document provides an overview of the rogue-like horror game BoneBreaker. It discusses how the game will fuse elements from popular genres like rogue-likes and horror games. The game will involve randomly generated dungeons and player choices that impact the story. It will avoid jump scares and gore in favor of environmental threats that make players feel panicked and cautious. The target audience is males and females ages 15+ and the game will be released on mobile and PC platforms.
This document lists various assets needed for a medieval castle and village scene, prioritizing straight castle wall pieces, corner castle wall pieces, and curved castle wall pieces first. It then lists additional buildings, structures, props, and scenery pieces needed like castle towers, taverns, houses, shops, market stalls, farm houses, fences, barrels, archery rings, foliage, rocks, and a scarecrow.
In this 3D game workflow document, the author details their process of creating a 3D environment in Unity. They describe creating different landscapes like mountains, forests, beaches and plains. Landmarks like rock formations and man-made structures are added. Textures are imported and applied to give realism. A skybox is selected to add a sky. Trees, plants and buildings are placed from assets. Some bugs were fixed by reimporting files. More objects and buildings were added to make the world more detailed, like a shanty town on the beach. The environment was further refined with additional rocks, boats and a construction site to improve realism.
The document describes the level design workflow for creating a 2D side-scrolling shoot 'em up game with a space theme. It involves creating sprites, objects, rooms, and coding player movement and abilities like shooting lasers. Enemies are added that spawn randomly and fire lasers at the player. Health and scoring systems are implemented, along with particle effects, scrolling backgrounds, and sound effects. The game is thoroughly tested throughout development.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
The document profiles several artists and the types of inspiration and mediums they use in their work. Philippa Borman takes inspiration from mammals, birds, and insects and uses pencil, coffee stains, and digital art. Matias Tapia is inspired by people, insects, and reptiles and works digitally. Adam Adamowicz is inspired by reptiles, insects, and robots and works primarily in pencil but also digitally. Yoshitaka Amano is inspired by people and mythical creatures and works in paint, computer, and alternative mediums.
The document describes the level design workflow for creating a 2D side-scrolling shoot 'em up space game. It involves creating sprites, objects, and coding events for player movement and controls. Backgrounds, particles, lasers, enemies, health systems, and scoring were added. Testing was done after implementing each new element to ensure proper functionality. The game is now complete with sprites, backgrounds, player movement, firing lasers, enemies, health systems, and scoring.
The document defines several key terms used to analyze and describe different types of media texts, using the games "The Last of Us" and "Just Dance" as examples. It discusses how a media text can be anything that conveys a message to an audience, such as newspapers, TV, advertisements, games, or radio. It also explains how semiotics refers to how different people can interpret the same media text differently based on their own tastes, and how genre describes the overall feeling or tone conveyed by a media text through visuals and audio.
This survey document asks 5 questions to understand who plays the game Grand Theft Auto (GTA), their opinions on the graphics, favorite parts of gameplay, favorite character, and one thing they would change about the game. Respondents are asked their gender, thoughts on graphics, most enjoyed gameplay aspects, favorite character and what they liked about them, and one thing they would change.
We surveyed 10 people who played GTA5 to understand what they liked most about the game. 5 respondents were male and 5 were female. Most were satisfied with the game's graphics and felt they did not need improvement. Respondents enjoyed the flying gameplay most, though many also liked the story and player-versus-player gameplay. Their favorite characters varied, with no clear consensus on the most popular character.
This document contains a glossary of terms related to video game design. It includes definitions of terms like alpha, beta, demo, debug, vertex shader, pixel shader, and more. For each term, it provides a short definition from an online source as well as a description of how the term relates to the production practice of video game development. The glossary is intended to help students learn important concepts and terminology in the field of video game design.
This document contains a glossary of terms related to video game design. It includes over 30 terms with short definitions from online sources. For each term, the document provides a short description of how the term relates to the production practice of video games. The glossary covers topics such as game engines, testing, animation, physics, and user interfaces.
Kalin Murr is a 24-year-old doctor and pharmacist who is respected in his town. He has long dark hair, emerald green eyes, and a birthmark on his left hand. Kalin is calm but will defend his private work. He vowed to cure his younger sister's cancer and spent years researching, but it became too expensive. He then created and spread a deadly virus to get funding for a vaccine. This killed many people, including the hero's sister. Years later, with no permanent cure found, Kalin began illegal human experiments to regenerate cells, kidnapping subjects. The hero eventually discovers Kalin's dark past and role in creating the virus that killed his sister.
The document provides a summary of Daniel Walsh's qualifications and experience including living independently, responsibility, problem solving, communication skills, public speaking abilities, serving as a council member, peer mentor and prefect. He has completed a level 3 course, earned many GCSEs, and has experience in martial arts, work experience, and medical training.
This short document contains numbers that may represent data or an ordering of ideas. It is unclear from the limited information provided what exactly the numbers refer to or what the overall topic or message is about. More context would be needed to generate a more meaningful summary.
The document provides a production log for creating various 3D models and animations using basic primitive shapes in 3Ds Max. It summarizes the process of:
1) Creating a basic bedroom using only cubes and cuboids to furnish, including adding details like an open wardrobe door and a messy bed.
2) Animating a walking loop for a cube-shaped character, including adding swaying body movements and arm swinging to make it more realistic.
3) Modeling a penguin character out of primitive shapes like pyramids and oiltanks, and animating it with wing flapping, beak opening, and waddling movements.
4) Attempting to model a proportionate
This document provides details on the planning and initial work for creating caricature models of the band The Cure in a low poly art style for a project. It discusses the band members that will be modeled - Robert Smith, Porl Thompson, Simon Gallup, and Boris Williams. Reference images and initial sketches of exaggerated facial features are shown. A basic low poly body model is created to build the characters from. Next steps include refining Simon and Boris' caricatures, starting character models for Robert and Porl, and creating a simple background scene from a Cure music video.
The document is a production log for animating a penguin character. It describes how the creator started with primitive shapes and developed them into a bird-like shape that they decided to make into a penguin. Details are provided about improvements made to the beak, placement of features like eyes and feet, and additions like color scheme, hair, and cheeks to make it look more like a penguin. The animation process is briefly outlined, describing parenting the body and animating wing flaps, beak movement, and waddling.
The document is a production log for a 3D model created in 3Ds Max using only cubes and cuboids. It describes the process of modeling a bedroom from the author's flat by starting with walls and floor, then adding larger furniture items like a bed and wardrobe, and finally adding smaller details and electronics to complete the virtual recreation of the room. References were used to help with perspective and layout.
This production diary outlines the progress made over several months in developing a video game for a BTEC final major project. It documents tasks such as researching other games, creating design documents, developing game mechanics in a tech demo, making sprites and animations, adding audio, and tweaking the game based on feedback. The diary provides weekly updates on the status of tasks and plans for continuing to finish the remaining work, such as completing sprites, adding audio, and exporting the final game. Potential issues are also noted, like encountering event limits, and contingency plans for addressing problems.
The document provides an overview of the rogue-like horror game BoneBreaker. It discusses how the game will fuse elements from popular genres like rogue-likes and horror games. The game will involve randomly generated dungeons and player choices that impact the story. It will avoid jump scares and gore in favor of environmental threats that make players feel panicked and cautious. The target audience is males and females ages 15+ and the game will be released on mobile and PC platforms.
This document lists various assets needed for a medieval castle and village scene, prioritizing straight castle wall pieces, corner castle wall pieces, and curved castle wall pieces first. It then lists additional buildings, structures, props, and scenery pieces needed like castle towers, taverns, houses, shops, market stalls, farm houses, fences, barrels, archery rings, foliage, rocks, and a scarecrow.
In this 3D game workflow document, the author details their process of creating a 3D environment in Unity. They describe creating different landscapes like mountains, forests, beaches and plains. Landmarks like rock formations and man-made structures are added. Textures are imported and applied to give realism. A skybox is selected to add a sky. Trees, plants and buildings are placed from assets. Some bugs were fixed by reimporting files. More objects and buildings were added to make the world more detailed, like a shanty town on the beach. The environment was further refined with additional rocks, boats and a construction site to improve realism.
The document describes the level design workflow for creating a 2D side-scrolling shoot 'em up game with a space theme. It involves creating sprites, objects, rooms, and coding player movement and abilities like shooting lasers. Enemies are added that spawn randomly and fire lasers at the player. Health and scoring systems are implemented, along with particle effects, scrolling backgrounds, and sound effects. The game is thoroughly tested throughout development.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
The document profiles several artists and the types of inspiration and mediums they use in their work. Philippa Borman takes inspiration from mammals, birds, and insects and uses pencil, coffee stains, and digital art. Matias Tapia is inspired by people, insects, and reptiles and works digitally. Adam Adamowicz is inspired by reptiles, insects, and robots and works primarily in pencil but also digitally. Yoshitaka Amano is inspired by people and mythical creatures and works in paint, computer, and alternative mediums.
The document describes the level design workflow for creating a 2D side-scrolling shoot 'em up space game. It involves creating sprites, objects, and coding events for player movement and controls. Backgrounds, particles, lasers, enemies, health systems, and scoring were added. Testing was done after implementing each new element to ensure proper functionality. The game is now complete with sprites, backgrounds, player movement, firing lasers, enemies, health systems, and scoring.
The document defines several key terms used to analyze and describe different types of media texts, using the games "The Last of Us" and "Just Dance" as examples. It discusses how a media text can be anything that conveys a message to an audience, such as newspapers, TV, advertisements, games, or radio. It also explains how semiotics refers to how different people can interpret the same media text differently based on their own tastes, and how genre describes the overall feeling or tone conveyed by a media text through visuals and audio.
This survey document asks 5 questions to understand who plays the game Grand Theft Auto (GTA), their opinions on the graphics, favorite parts of gameplay, favorite character, and one thing they would change about the game. Respondents are asked their gender, thoughts on graphics, most enjoyed gameplay aspects, favorite character and what they liked about them, and one thing they would change.
We surveyed 10 people who played GTA5 to understand what they liked most about the game. 5 respondents were male and 5 were female. Most were satisfied with the game's graphics and felt they did not need improvement. Respondents enjoyed the flying gameplay most, though many also liked the story and player-versus-player gameplay. Their favorite characters varied, with no clear consensus on the most popular character.
This document contains a glossary of terms related to video game design. It includes definitions of terms like alpha, beta, demo, debug, vertex shader, pixel shader, and more. For each term, it provides a short definition from an online source as well as a description of how the term relates to the production practice of video game development. The glossary is intended to help students learn important concepts and terminology in the field of video game design.
This document contains a glossary of terms related to video game design. It includes over 30 terms with short definitions from online sources. For each term, the document provides a short description of how the term relates to the production practice of video games. The glossary covers topics such as game engines, testing, animation, physics, and user interfaces.
Kalin Murr is a 24-year-old doctor and pharmacist who is respected in his town. He has long dark hair, emerald green eyes, and a birthmark on his left hand. Kalin is calm but will defend his private work. He vowed to cure his younger sister's cancer and spent years researching, but it became too expensive. He then created and spread a deadly virus to get funding for a vaccine. This killed many people, including the hero's sister. Years later, with no permanent cure found, Kalin began illegal human experiments to regenerate cells, kidnapping subjects. The hero eventually discovers Kalin's dark past and role in creating the virus that killed his sister.
The document provides a summary of Daniel Walsh's qualifications and experience including living independently, responsibility, problem solving, communication skills, public speaking abilities, serving as a council member, peer mentor and prefect. He has completed a level 3 course, earned many GCSEs, and has experience in martial arts, work experience, and medical training.
This short document contains numbers that may represent data or an ordering of ideas. It is unclear from the limited information provided what exactly the numbers refer to or what the overall topic or message is about. More context would be needed to generate a more meaningful summary.
1. 1
Qualification Level 3 ExtendedDiploma in Creative Media Production
Unit number and title
Unit 4 - Creative Media ProductionManagementProject
Unit 5 - Working to a Brief in the Creative Industries
Start date Monday 05/01/2015
Deadline Friday 12/06/2015
Assessor name Iain Goodyear
Assignment title IG5 – Final Major Project
The purpose of this assignment relates to the following learning outcomes:
Unit 4 LO1: Be able to originate, develop and research an idea for a media product
Unit 4 LO2: Be able to pitch a proposal for a media product
Unit 4 LO3: Be able to manage a production process to create a media product.
Unit 5 LO1: Understand the requirements of working to a brief
Unit 5 LO2: Be able to develop a planned response to a brief
Unit 5 LO3: Be able to apply a response to a brief
Unit 5 LO4: Be able to review work on completion of a brief.
Scenario
As a media production specialist approaching the end of your two year programme of study, the time has come to
demonstrate your ability in managing an independently devised production through the stages of pre -production, production
and post-production.
You must devise initial ideas and select one that you will further develop using a broad combination of skills that you have
acquired over the past two years of studying your BTEC extended diploma.
The project must relate to one or more disciplines across video, audio, motion graphics, photography and graphic design.
You must demonstrate that you are able to plan in advance all stages of production and adhere to a production schedule that
you yourself have devised.
You must also, if encountered, evidence how you adapt to changes in your production schedule and overcome production
difficulties.
Good luck!
2. 2
Tasks Grading Criteria Mapping
Task 1
Define and summarise the following range of creative production briefs:
Contractual Commission
Negotiated Tender
Formal Co-operative
Informal Competition
In addition, you must also provide a summary of professional self-development opportunities
working to each of the briefs would provide for you in the following categories:
1. Communication
2. Time management
3. Technical skills
4. Career progression
In addition, you must gather examples of creative production client briefs and annotate said
examples, providing information in your own words under the following categories:
1. Who is the client?
2. What media product(s) does the client require?
3. What is the timescale to deliver the product(s) to the client?
4. Who is the intended target audience the client wishes the product(s) to appeal to?
5. What are the legal and ethical issues relating to the production?
6. What constraints do you have to work within (budget, length of product, format)?
Unit 5: P1/M1/D1
Task 2
Use a range of idea generation techniques, including mind maps, spider diagrams and any other
appropriate methods, to come up with some initial ideas for a specific media production.
Unit 4: P1/M1/D1
Unit 5: P2/M2/D2
Task 3
Prepare a pitch
Finalise ideas for your media product
Prepare a project proposal in response to the brief
Prepare a presentation including visual aids, delegate notes and presenter’s notes
Give the presentation in the form of a pitch to the client
Unit 4: P2/M2/D2
Task 4
Produce detailed research specific to your chosen Final Major Project idea. This research must
include:
Technical code analysis of relevant media products that have influenced your own Final
Major Project idea
Analysis of any websites, books and journals that you have researched to help you form
your Final Major Project idea
Unit 4: P1/M1/D1
Task 5
Use pre-production techniques to draw up plans for your chosen production.
You must include the following (specific to your production idea):
Risk assessment
Storyboards
Shooting schedules
Script
Production Diary
Location recognisance
Unit 4: P3/M3/D3
Unit 5: P3/M3/D3
3. 3
Production schedules
Contingency Plans
Shot Logs
Layout plans
Test shots / sequences
Task 6
Produce the media production as per the brief.
Unit 4: P3/M3/D3
Unit 5: P3/M3/D3
Task 7
Using a range of web 2.0 technologies, evaluate your success in responding to your Final Major
Project brief.
You must first gather audience feedback through online exhibition and the collation of
questionnaire and focus group audience feedback. This feedback must be compiled and analysed
prior to producing your evaluation.
Your evaluation must contain detailed information that is specific to the following areas of your
Final Major Project:
1. Technical quality of final product (images, footage, use of sound, editing, layout,
composition)
2. Production skills you have newly acquired and existing skills you have further
developed
3. How closely your final product matches your original intentions (outlined in your Final
Major Project proposal)
4. Time management and problem solving (scheduling, practical constraints and
strategies you used to overcome constraints)
5. Reaching your target audience (audience response, your reactions to positive and
negative criticism with reference to audience feedback you have gathered)
6. Summary conclusion of how you would respond to your project brief if you were to do
it again
Unit 5: P4/M4/D4
4. 4
Unit 4 Creative Media Production Management Project (Level 3)
P1: originate, develop and
research an idea for a media
product working within
appropriate conventions and
with some assistance
M1: originate, develop and
research an idea for a media
product showing some
imagination and with only
occasional assistance
D1: originate, develop and
research an idea for a media
product showing creativity
and flair and working
independently to professional
expectations
P2: pitch a proposal for a
media product with some
appropriate use of subject
terminology and with some
assistance
M2: pitch a proposal for a media
product competently with
generally correct use of subject
terminology and with only
occasional assistance
D2: pitch a proposal for a
media product to a near
professional standard
consistently using subject
terminology correctly and
working independently to
professional expectations
P3: manage a production
process to create a media
product working within
appropriate conventions and
with some assistance.
M3: manage a production process
competently to create a media
product to a good technical
standard, showing some
imagination and with only
occasional assistance.
D3: manage a production process
to near-professional standards
to create a media product,
showing creativity and flair
and working independently to
professional expectations.
Unit 5 Working to a Brief in the Creative Industries (Level 3)
P1: describe the requirements
of working to a brief
M1: explain the requirements
of working to a brief with
reference to detailed
illustrative examples
D1: comprehensively explain the
requirements of working to a
brief with elucidated examples
P2: plan a response to a brief
working within appropriate
conventions and with some
assistance
[CT, SM]
M2: plan a response to a brief
competently showing some
imagination and with only
occasional assistance
D2: plan a response to a brief to
near-professional standards
showing creativity and flair
and working independently
to professional expectations
P3: apply a response to a
brief
working within appropriate
conventions and with some
assistance
[CT, SM]
M3: apply a response to a brief
competently showing some
imagination and with only
occasional assistance
D3: apply a response to a brief to
near-professional standards
showing creativity and flair
and working independently
to professional expectations
P4: comment on own work on
completion of a brief with
some appropriate use of
subject terminology.
M4: explain own work on
completion of a brief with
reference to detailed
illustrative examples and
with generally correct use of
subject terminology.
D4: critically evaluate own work
on completion of a brief with
reference to professional
practice, and consistently
using subject terminology
correctly.
:PLTS: This summary referenceswhere applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in
the pass criteria. Itidentifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.