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The document provides information about career options and education paths for film editors, cinematographers, and art directors. It lists several websites that can help find job opportunities and training programs for each role. For film editors, websites are listed that offer both temporary and permanent editing jobs in London and provide information on required software skills and pay rates. For cinematographers, websites are included that provide a variety of international job listings and describe the necessary qualifications. For art directors, a website with UK job postings is listed. The document also discusses several UK universities that offer media and film production courses allowing students to gain experience in roles like editing, cinematography, and art direction through hands-on class projects and group work.
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Industry
This document provides information about potential career opportunities and education options related to film editing, cinematography, and art directing. It lists several websites that can be used to search for relevant job opportunities and learn about the skills required for these roles. Some UK universities, such as Manchester, Bournemouth, and Anglia Ruskin, are mentioned as offering media courses that allow students to gain experience in film editing, cinematography, and art directing through class projects.
Job Roles
This document provides information about career opportunities and education options in film editing, cinematography, and art directing. It lists several websites that offer jobs, courses, and resources for independent filmmakers. Specifically, it mentions websites where one can find film editing jobs in London, cinematography jobs around the world, and art directing jobs in the UK. It also provides details on media and film studies courses at Anglia Ruskin and Bangor universities that allow students to gain hands-on experience in film editing, camera operation, and working collaboratively in creative roles like art director.
Rollup CUVID EN
CUVid is an online platform that allows young people to create video CVs and applications to give them a creative way to present themselves to potential employers. It aims to develop better job prospects for youth and increase employability. The platform provides online tutorials to teach youth how to create effective video applications based on educational expertise. It also links young people directly to the European labor market to increase mobility for those who cannot find work in their home country. The project will run from 2016 to 2018, developing the online platform and tutorials while raising awareness among target groups like students, employers, teachers and employment centers.
Course
This document lists the courses, certifications, and trainings completed by an individual from 2009 to 2016. It includes programs in sales techniques, business writing, performance management, welding, AutoCAD, and cutting/numerical control completed with organizations like Jotun A/S, the Egyptian Standardization Authority, and New Horizons. Dates and grades or levels of completion are provided for each entry.
Breakdown sheet - beach
This document is a breakdown sheet for a short film titled "Wrecked" that takes place on Winchelsea Beach. It involves one exterior scene that takes place in the early evening on Story Day 1. The scene includes two cast members - Mary and Ruth - and props of a handmade card, glass bottle, bag, and bouquet of flowers. The wardrobe includes long trench coats and 1920s hats.
Breakdown sheet 2
Felix talks to the professor about joining GrandView College in the principals office during the day. The professor wears a tweed suit in his office that contains a desk, chair, and a traditional globe. Dr. Albitum is also introduced and is dressed professionally with her hair up holding a sheet of paper. Felix wears a grey hoodie, black jeans, and carries a backpack.
Script breakdown sheet 1st scene tahir
This document provides a breakdown of scenes, locations, cast, props, wardrobe, and vehicles for a film titled "Film Title". The first scene takes place outside a park showing the main character and female character together. The second scene shows the male character witnessing the female character having an affair with another male character. The breakdown lists Benjamin Cross and Rosa Coudri as the main cast members and notes that filming will begin at 9:00am near the park.
Shot listing planning
The document describes 62 different camera shots that could be used in a music video, including wide shots, close-ups, over-the-shoulder shots, and various angles. Each shot is numbered and includes a brief description of what it would focus on and why it would be used at that point in the video. The shots are intended to showcase different band members, capture crowd reactions, and highlight musical elements at different points in the song.
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Industry
This document provides information about potential career opportunities and education options related to film editing, cinematography, and art directing. It lists several websites that can be used to search for relevant job opportunities and learn about the skills required for these roles. Some UK universities, such as Manchester, Bournemouth, and Anglia Ruskin, are mentioned as offering media courses that allow students to gain experience in film editing, cinematography, and art directing through class projects.
Job Roles
This document provides information about career opportunities and education options in film editing, cinematography, and art directing. It lists several websites that offer jobs, courses, and resources for independent filmmakers. Specifically, it mentions websites where one can find film editing jobs in London, cinematography jobs around the world, and art directing jobs in the UK. It also provides details on media and film studies courses at Anglia Ruskin and Bangor universities that allow students to gain hands-on experience in film editing, camera operation, and working collaboratively in creative roles like art director.
Rollup CUVID EN
CUVid is an online platform that allows young people to create video CVs and applications to give them a creative way to present themselves to potential employers. It aims to develop better job prospects for youth and increase employability. The platform provides online tutorials to teach youth how to create effective video applications based on educational expertise. It also links young people directly to the European labor market to increase mobility for those who cannot find work in their home country. The project will run from 2016 to 2018, developing the online platform and tutorials while raising awareness among target groups like students, employers, teachers and employment centers.
Course
This document lists the courses, certifications, and trainings completed by an individual from 2009 to 2016. It includes programs in sales techniques, business writing, performance management, welding, AutoCAD, and cutting/numerical control completed with organizations like Jotun A/S, the Egyptian Standardization Authority, and New Horizons. Dates and grades or levels of completion are provided for each entry.
Breakdown sheet - beach
This document is a breakdown sheet for a short film titled "Wrecked" that takes place on Winchelsea Beach. It involves one exterior scene that takes place in the early evening on Story Day 1. The scene includes two cast members - Mary and Ruth - and props of a handmade card, glass bottle, bag, and bouquet of flowers. The wardrobe includes long trench coats and 1920s hats.
Breakdown sheet 2
Felix talks to the professor about joining GrandView College in the principals office during the day. The professor wears a tweed suit in his office that contains a desk, chair, and a traditional globe. Dr. Albitum is also introduced and is dressed professionally with her hair up holding a sheet of paper. Felix wears a grey hoodie, black jeans, and carries a backpack.
Script breakdown sheet 1st scene tahir
This document provides a breakdown of scenes, locations, cast, props, wardrobe, and vehicles for a film titled "Film Title". The first scene takes place outside a park showing the main character and female character together. The second scene shows the male character witnessing the female character having an affair with another male character. The breakdown lists Benjamin Cross and Rosa Coudri as the main cast members and notes that filming will begin at 9:00am near the park.
Shot listing planning
The document describes 62 different camera shots that could be used in a music video, including wide shots, close-ups, over-the-shoulder shots, and various angles. Each shot is numbered and includes a brief description of what it would focus on and why it would be used at that point in the video. The shots are intended to showcase different band members, capture crowd reactions, and highlight musical elements at different points in the song.
Action Plan
This document contains a career action plan for a student named Stefan Constantinou. The plan outlines Stefan's skills, interests, and goals related to pursuing a career in film and television. Stefan is interested in jobs like camera operator, editor, and producer due to his experience filming various projects and editing videos. He identifies potential employers in these fields and notes important application dates. The plan also discusses skills Stefan currently possesses as well as areas for improvement, such as public speaking. It proposes gaining additional experience through work opportunities at ITV or the BBC to strengthen his qualifications for careers in music editing, camera operation, and producing.
5 year plan
The document outlines a 5-year plan for pursuing a career in filmmaking. It discusses Harry Morton's current media course in college, plans to study film studies and production at university, potential university courses and their requirements, the type of work experience needed like at a media company, and skills to develop like editing and focus. The plan is to complete college and university studies to gain qualifications and experience needed to work in the film industry within 5 years.
Job roles
The document summarizes the various jobs and roles involved in the film production process. It describes the different departments such as camera, lighting, art, sound, and production and lists example jobs in each department. It also discusses the pre-production, production, and post-production stages and conditions of employment such as pay and contracts.
Job roles 1
The document summarizes the various jobs and roles involved in the film production process. It describes jobs in different film departments like camera, lighting, art, sound, and more. It also discusses conditions of employment like pay and contracts. Various job postings are listed from a website for film professionals looking for work.
Television and Film Production BA Hons (Anglia Ruskin)
Max Warren is applying to study the Film and Television Production BA (Hons) course to learn new skills and techniques for film and TV production. The course teaches a wide variety of topics over three years, including core knowledge modules in year one, making two films in year two, and a major project in year three. This will allow Max to produce varied work and gain an in-depth understanding of production methods to lead small projects and coordinate larger productions. After graduating, Max hopes to continue studying or start working for small film companies and work up to larger companies and productions.
Cinematography
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The document provides information about careers in technical theatre, including roles such as Deputy Stage Manager (DSM), lighting designer, and desk operator. It explains that a DSM cues shows and coordinates changes, a lighting designer designs and operates lighting, and a desk operator runs the lighting desk. It also discusses technical supervisor and event technician roles. The document then outlines apprenticeship opportunities, noting that apprenticeships provide paid on-the-job training, classroom learning, and qualifications. It highlights BBC apprenticeships in particular, which offer experience producing content for radio, TV and digital while gaining an industry qualification.
Working in the media industry b1.pptx
The document provides information about pursuing a career as a cinematographer, including:
1. It describes the roles and responsibilities of a cinematographer in determining visual style, camera setups, lighting, and more to bring a director's vision to life.
2. It lists the typical steps to become a cinematographer, such as earning a film degree, practicing photography, becoming familiar with equipment, building a reel, and gaining experience in entry-level film crew positions.
3. It provides an example job posting seeking an experienced senior camera artist to work on cinematic games at Supermassive Games.
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The document discusses the evolution of teaching cinematography outside of traditional film schools. It traces the development from early video-focused programs at The Media School that lacked resources for creative camerawork. Over decades, technology improved and the school expanded its postgraduate offerings to include a new MA in Cinematography that emphasizes both technical skills and artistic vision. The program aims to prepare cinematographers through collaboration with directors on productions.
Action plan
This Career Action Plan outlines Lucas Warren's goals to pursue a career in film and television. It provides an analysis of his skills, including technical skills in camera operation and video editing software. It identifies jobs of interest like assistant editor, camera assistant, and event cinematographer. For each job, Lucas evaluates how his current skills match the requirements and identifies any skills gaps. He proposes gaining experience through unpaid work opportunities and short courses to strengthen his skills in areas like operating GoPro cameras and using jib cranes. Lucas sets goals to gain industry experience through runner positions and completes his plan by outlining resources and skills he needs to achieve his career choice.
Unit24careersgrid
This document discusses potential career paths in film, television, and advertising. It mentions freelance filmmaking, working as a film director's assistant, internships, apprenticeships, and university degrees related to film and television production, media studies, advertising, and business. Web links are provided for additional information on apprenticeship programs, film schools, and job listings.
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The document outlines an individual's personal development plan to improve skills in video editing software like After Effects and Premiere Pro, as well as camera operation skills like static and handheld camera use. The plan identifies objectives, activities to achieve objectives like practicing skills and seeking advice, required resources like online tutorials, and target dates by the end of an apprenticeship to improve skills beneficial to their current and future role in the creative media industry.
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How to Become an Animator: The Career Path | DMAC | Boca Raton, FL
Digital Media Arts College | http://www.dmac.edu/ | For someone interested in art and creation of visual effects, animation offers a fulfilling and challenging career. Animators use software and computers to create 2-D and 3-D animation applications and images used in websites, mobile media, gaming, video and film. With advancement in technology the field has also expanded extensively providing many opportunities. Animators can either be self-employed or work as in house animators for leading firms. It can be a flexible as well as demanding career with work taking on long hours due to tight deadlines. Here is a roadmap on how to become an animator:
For more information on how to pursue a career in digital media, or how to get started at DMAC, visit our website at http://www.dmac.edu/
connect with us on social media at:
https://www.facebook.com/dmacedu
https://twitter.com/dmacedu
https://plus.google.com/+DMACDigitalMediaArtsCollegeBocaRaton/posts
Project initiation document
This document provides details of a proposed 3-day business start-up workshop for Kingston University students. It outlines the project aims to equip students with skills to start their own businesses and foster economic growth. Key deliverables include engaging speakers, reserving a venue, and providing training and networking opportunities. A budget of £16,000 covers costs like trainers, venue, and a prize for the best business plan. Risks and contingencies are also considered, along with the project organization structure and roles of the executive board, project manager, and suppliers.
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The document defines multimedia as media that combines different content forms such as text, audio, images, animation and video. It discusses that multimedia professionals require skills in areas like photography, graphic design, web design, and video editing. The document also outlines specific multimedia skills like design, photography, typography, animation, and hands-on experience with software like Adobe Photoshop, Dreamweaver, and Final Cut Pro.
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The document provides information on several media production roles and careers in the UK entertainment industry, including average salaries. It details the roles of editor, stunt performer, and camera operator. Editors in the UK typically earn £28,039 per year and require writing skills. Stunt performers earn an average of £53,629.80 annually but starting salaries can be £3,830.70. Camera operators average £24,679 per year and may become directors after 20 years of experience. The document also provides brief descriptions of the responsibilities for each role.
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Idea development
The document outlines a plan for a factual media production that will inform audiences about working in the media industry. It will include an introduction to the topic, research on pursuing further education, and an interview with the filmmaker's father about his experiences working in the industry. The purpose is to provide insight into breaking into the industry and share the father's story of moving from Yorkshire to big budget film sets. The direction is for an informational yet entertaining conversation between the father and son to help guide media students.
New .
This document is a script for a documentary titled "From Hot to Cold" about a girl named Paula who moved from Spain to England at age 12. The script summarizes her interview where she discusses finding it difficult to socialize at first due to a language barrier, but learning English within 5-6 months. Though she complains about England's weather, she prefers living there for educational and social reasons and has no plans to move back permanently to Spain. Scenes also show her interviewing with her mother and uncle on their experiences adjusting to life in a new country.
Curriculum vitae
Paula Rubio Perez is a Spanish national who attended schools in both Spain and the UK. She has achieved strong academic results including A* in Spanish and Distinction in Level 2 Media Studies. Her non-academic achievements include skills in tennis, dance, music and badminton. Her work experience was at a nursery where she helped care for children aged 2-6. Her personal qualities include being a quick learner, polite, enthusiastic, and punctual. Her interests include music, skiing, socializing, tennis and photography. She provides one reference from her Media Studies teacher.
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Action Plan
This document contains a career action plan for a student named Stefan Constantinou. The plan outlines Stefan's skills, interests, and goals related to pursuing a career in film and television. Stefan is interested in jobs like camera operator, editor, and producer due to his experience filming various projects and editing videos. He identifies potential employers in these fields and notes important application dates. The plan also discusses skills Stefan currently possesses as well as areas for improvement, such as public speaking. It proposes gaining additional experience through work opportunities at ITV or the BBC to strengthen his qualifications for careers in music editing, camera operation, and producing.
5 year plan
The document outlines a 5-year plan for pursuing a career in filmmaking. It discusses Harry Morton's current media course in college, plans to study film studies and production at university, potential university courses and their requirements, the type of work experience needed like at a media company, and skills to develop like editing and focus. The plan is to complete college and university studies to gain qualifications and experience needed to work in the film industry within 5 years.
Job roles
The document summarizes the various jobs and roles involved in the film production process. It describes the different departments such as camera, lighting, art, sound, and production and lists example jobs in each department. It also discusses the pre-production, production, and post-production stages and conditions of employment such as pay and contracts.
Job roles 1
The document summarizes the various jobs and roles involved in the film production process. It describes jobs in different film departments like camera, lighting, art, sound, and more. It also discusses conditions of employment like pay and contracts. Various job postings are listed from a website for film professionals looking for work.
Television and Film Production BA Hons (Anglia Ruskin)
Max Warren is applying to study the Film and Television Production BA (Hons) course to learn new skills and techniques for film and TV production. The course teaches a wide variety of topics over three years, including core knowledge modules in year one, making two films in year two, and a major project in year three. This will allow Max to produce varied work and gain an in-depth understanding of production methods to lead small projects and coordinate larger productions. After graduating, Max hopes to continue studying or start working for small film companies and work up to larger companies and productions.
Cinematography
Cinematography is the science or art of motion-picture photography by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as film stock
Working in the media industry b1.pptx
The document provides information about careers in technical theatre, including roles such as Deputy Stage Manager (DSM), lighting designer, and desk operator. It explains that a DSM cues shows and coordinates changes, a lighting designer designs and operates lighting, and a desk operator runs the lighting desk. It also discusses technical supervisor and event technician roles. The document then outlines apprenticeship opportunities, noting that apprenticeships provide paid on-the-job training, classroom learning, and qualifications. It highlights BBC apprenticeships in particular, which offer experience producing content for radio, TV and digital while gaining an industry qualification.
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The document provides information about pursuing a career as a cinematographer, including:
1. It describes the roles and responsibilities of a cinematographer in determining visual style, camera setups, lighting, and more to bring a director's vision to life.
2. It lists the typical steps to become a cinematographer, such as earning a film degree, practicing photography, becoming familiar with equipment, building a reel, and gaining experience in entry-level film crew positions.
3. It provides an example job posting seeking an experienced senior camera artist to work on cinematic games at Supermassive Games.
Образование в кино: вчера и сегодня
The document discusses the evolution of teaching cinematography outside of traditional film schools. It traces the development from early video-focused programs at The Media School that lacked resources for creative camerawork. Over decades, technology improved and the school expanded its postgraduate offerings to include a new MA in Cinematography that emphasizes both technical skills and artistic vision. The program aims to prepare cinematographers through collaboration with directors on productions.
Action plan
This Career Action Plan outlines Lucas Warren's goals to pursue a career in film and television. It provides an analysis of his skills, including technical skills in camera operation and video editing software. It identifies jobs of interest like assistant editor, camera assistant, and event cinematographer. For each job, Lucas evaluates how his current skills match the requirements and identifies any skills gaps. He proposes gaining experience through unpaid work opportunities and short courses to strengthen his skills in areas like operating GoPro cameras and using jib cranes. Lucas sets goals to gain industry experience through runner positions and completes his plan by outlining resources and skills he needs to achieve his career choice.
Unit24careersgrid
This document discusses potential career paths in film, television, and advertising. It mentions freelance filmmaking, working as a film director's assistant, internships, apprenticeships, and university degrees related to film and television production, media studies, advertising, and business. Web links are provided for additional information on apprenticeship programs, film schools, and job listings.
Personal development plan
The document outlines an individual's personal development plan to improve skills in video editing software like After Effects and Premiere Pro, as well as camera operation skills like static and handheld camera use. The plan identifies objectives, activities to achieve objectives like practicing skills and seeking advice, required resources like online tutorials, and target dates by the end of an apprenticeship to improve skills beneficial to their current and future role in the creative media industry.
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This course teaches the fundamentals of Adobe Photoshop CC photo editing software. The course is suitable for beginners and teaches skills like using selection and layer tools, adjusting colors, adding effects and exporting images. It consists of 13 units over 4 hours and 38 minutes of video content. Upon completion, students receive a certificate in Adobe Photoshop CC Foundation.
How to Become an Animator: The Career Path | DMAC | Boca Raton, FL
Digital Media Arts College | http://www.dmac.edu/ | For someone interested in art and creation of visual effects, animation offers a fulfilling and challenging career. Animators use software and computers to create 2-D and 3-D animation applications and images used in websites, mobile media, gaming, video and film. With advancement in technology the field has also expanded extensively providing many opportunities. Animators can either be self-employed or work as in house animators for leading firms. It can be a flexible as well as demanding career with work taking on long hours due to tight deadlines. Here is a roadmap on how to become an animator:
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connect with us on social media at:
https://www.facebook.com/dmacedu
https://twitter.com/dmacedu
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Project initiation document
This document provides details of a proposed 3-day business start-up workshop for Kingston University students. It outlines the project aims to equip students with skills to start their own businesses and foster economic growth. Key deliverables include engaging speakers, reserving a venue, and providing training and networking opportunities. A budget of £16,000 covers costs like trainers, venue, and a prize for the best business plan. Risks and contingencies are also considered, along with the project organization structure and roles of the executive board, project manager, and suppliers.
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The document defines multimedia as media that combines different content forms such as text, audio, images, animation and video. It discusses that multimedia professionals require skills in areas like photography, graphic design, web design, and video editing. The document also outlines specific multimedia skills like design, photography, typography, animation, and hands-on experience with software like Adobe Photoshop, Dreamweaver, and Final Cut Pro.
Call for Applications| Script Editors Workshop
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The document provides information on several media production roles and careers in the UK entertainment industry, including average salaries. It details the roles of editor, stunt performer, and camera operator. Editors in the UK typically earn £28,039 per year and require writing skills. Stunt performers earn an average of £53,629.80 annually but starting salaries can be £3,830.70. Camera operators average £24,679 per year and may become directors after 20 years of experience. The document also provides brief descriptions of the responsibilities for each role.
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Idea development
The document outlines a plan for a factual media production that will inform audiences about working in the media industry. It will include an introduction to the topic, research on pursuing further education, and an interview with the filmmaker's father about his experiences working in the industry. The purpose is to provide insight into breaking into the industry and share the father's story of moving from Yorkshire to big budget film sets. The direction is for an informational yet entertaining conversation between the father and son to help guide media students.
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More from Paula Perez
New .
This document is a script for a documentary titled "From Hot to Cold" about a girl named Paula who moved from Spain to England at age 12. The script summarizes her interview where she discusses finding it difficult to socialize at first due to a language barrier, but learning English within 5-6 months. Though she complains about England's weather, she prefers living there for educational and social reasons and has no plans to move back permanently to Spain. Scenes also show her interviewing with her mother and uncle on their experiences adjusting to life in a new country.
Curriculum vitae
Paula Rubio Perez is a Spanish national who attended schools in both Spain and the UK. She has achieved strong academic results including A* in Spanish and Distinction in Level 2 Media Studies. Her non-academic achievements include skills in tennis, dance, music and badminton. Her work experience was at a nursery where she helped care for children aged 2-6. Her personal qualities include being a quick learner, polite, enthusiastic, and punctual. Her interests include music, skiing, socializing, tennis and photography. She provides one reference from her Media Studies teacher.
Research and Development
The advertising plan aims to promote a local vintage clothing shop in Cambridge called Jemporium through social media posts and posters/flyers around the city. The target audience is young adults and teenagers who will be interested in the vintage styles. Posters and flyers will be distributed at colleges, universities, stations and other spots frequented by students. The campaign message is to raise awareness of the shop, which is in a hidden location, by including a map on posters. It will highlight that all clothes are authentic vintage pieces at least 20 years old. The launch date for the campaign is February 18th.
Jemporium presnetation paula and alex
- The client, Jenny, owns Jemporium, a local vintage clothing shop in Cambridge. She met with Paula and Alexander to discuss creating posters and flyers to advertise in cafes, colleges, and universities around Cambridge to target students.
- Jenny's budget is £500 to cover printing and labor costs. She wants 50-100 posters and 500-1000 flyers using the same colors and style as her Facebook page design.
- Paula and Alexander presented initial poster ideas and got feedback from Jenny to refine 3 concepts. They will develop mockups, take product photos, and have the campaign launched by February 18th.
jwt presnetation
This document analyzes an advertising campaign by Mr. Kipling where they constructed a billboard out of 13,360 cakes to promote their products. It discusses how using a billboard made of cake gets attention by being unique and offering free food. It also notes that they chose to feature a little girl because children find cakes appealing. The document considers the target demographic to be mothers and children and discusses distribution in stores, newspapers and public transport. It provides insight into the production process and potential legal or ethical issues with the campaign.
Final draft.
Paula Perez documents her experience moving from Spain to England at age 12 and adjusting to life in a new country. She considers herself Spanish but has come to prefer living in England, where she values the better education system. While she complains about the cold weather, she has made friends and does not wish to move back. Her mother, however, strongly dislikes England and wants to return to Spain. Paula takes the interviewer on a trip back to Spain to visit her uncle and see her old home, reflecting on the differences between life in each country.
From h t c
This documentary follows a young girl named Paula who moved from Spain to England at age 12. Her friend interviews her about her experience adjusting to life in a new country, including learning the language and culture. Paula says it was difficult at first but she has now lived in England for 5-6 years. She also interviews Paula's mother and uncle to get their perspectives on moving. They visit Paula's old house in Spain to compare and get footage of the area.
Client draft.
This document provides an overview of a documentary being created about World War 1 reenactments that take place in Huntingdon over two days each year. The documentary will include interviews with reenactors from different countries explaining their costumes and equipment, as well as shots of soldiers fighting in the arena and riding horses. The documentary aims to give audiences a sense of what the events and experiences of soldiers in World War 1 would have been like.
Bbfc letter
This letter is from Paula Perez, a film director submitting her short documentary called "Huntingdon Remembers" for classification. She believes the film should be classified as Universal since it contains no violence, discrimination, nudity, or bad language. The letter provides her contact information and is addressed to an unnamed sir or madam.
Bbfc letter
The document is a letter from Paula Perez, a film director, submitting her short documentary called "Huntingdon Remembers" to be considered for classification. She believes the film should be classified as Universal (U) as it contains no violence, discrimination, nudity, bad language or other potentially offensive content.
Ahs 141203052152-conversion-gate02
American Horror Story is an anthology horror TV series produced by Ryan Murphy and Brad Falchuk. Each season has a different setting, cast of characters, and storyline but concludes self-contained stories. The four completed seasons so far have explored themes of infidelity, sanity, oppression, and discrimination through haunted houses, asylum patients, witches, and circus freaks. Jessica Lange has received critical acclaim for her lead performances in every season.
American Horror Story - Target audience and genre
American Horror Story is an anthology horror TV series produced by Ryan Murphy and Brad Falchuk. Each season has a different setting, cast of characters, and storyline but concludes self-contained stories. The four completed seasons so far have explored themes of infidelity, sanity, oppression, and discrimination through haunted houses, asylum patients, witches, and circus freaks. Jessica Lange has received critical acclaim for her lead performances in every season.
World war 1 in huntingdon backup
This document summarizes an event held in Huntingdon to commemorate World War 1. The camera crew interviews several reenactors dressed in historical British and Austrian uniforms. The reenactors demonstrate and explain equipment from the war, including uniforms, weapons like swords and guns, and musical instruments. Other areas of the event featured a medical tent, horseback riding demonstrations, a cooking area, and a recruiting station where a man enlisted to serve. The goal was to educate the public about various aspects of life during World War 1.
New
The document is a script for a documentary about a World War 1 reenactment event in Huntingdon. It follows a crew as they interview reenactors and spectators about their costumes, equipment and experiences. The interviews cover soldiers from different countries explaining uniforms and weapons, as well as people performing music or cooking demonstrations. Cutaways show horseback riding and combat performances. The script aims to educate viewers about life during WWI through the lens of the reenactment event.
Documentary 2
The document is a script for a video interview between Paula Perez and her friend. In the interview, Paula discusses moving from Spain to England 6 years ago at age 12 and adjusting to life in a new country. She talks about still considering herself Spanish but enjoying life in England, especially the education system. Her friend gets perspectives from Paula's mother and uncle on the move as well. They then travel back to Spain together to visit Paula's old home and film footage of the area.
Huntindon scrips
This document provides a script for a documentary about a World War 1 reenactment event in Huntingdon. It consists of 17 scenes that include interviews with reenactors about equipment, tents, cooking, and horseback riding demonstrations. Richard and his camera crew conduct interviews to learn about what life was like for soldiers and how they obtained supplies. Their goal is to educate viewers about World War 1 through demonstrations and first-hand accounts from reenactors.
World war 1 in huntingdon backup
This document provides a summary of the World War 1 reenactment event held in Huntingdon. It describes various activities at the event, including interviews with reenactors about the uniforms and equipment used by different countries during the war. It also describes demonstrations of horseback riding, cooking methods, and the process for enlisting in the military. The summary concludes with a young man swearing an oath to join the British forces after signing his enlistment papers.
Shot type
This document outlines various shot types that will be used to film a documentary about World War I. It includes establishing shots of locations like the field and arena, mid shots of interviews with soldiers from different countries, and close up shots of weapons, tents, and a music box to show details. It also lists long shots of horses arriving and tents, low angle shots of a man making weapons and a woman playing guitar, and panning shots of planes, tents, and the interior of tents. Establishing shots of a lake and arena are also included, as well as mid shots, extreme close ups, and 360 degree panning shots.
Risk assessment -
This document outlines various risks associated with filming different activities and the risk reduction strategies. It discusses filming horses which could become aggressive, so keeping distance and spending time with them is recommended. Weather could ruin outdoor filming, so checking forecasts and having protective equipment is advised. Crowding at an arena could interfere with shots, so arriving early and using signs is suggested. River interviews require waterproofing gear and using fences/spotters. Guns and hot materials like those used for making toys, horseshoes or during a football match require standing off with spotters to avoid injury or equipment damage from projectiles. High visibility vests and signs are common risk reduction strategies.
Filming activity
This document contains a schedule for filming various activities and interviews related to a historical reenactment event taking place from September 27th to 28th on Hartford Road in Huntingdon. It outlines 15 different filming sessions requiring equipment like cameras, microphones, and tripods. The activities include interviews with German and other soldiers about equipment, filming British soldiers on horseback, capturing b-roll footage, and documenting musical performances, weapons making, and the interior of tents at the event. Risk assessments are required for each filming session.
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- 1. Industry Business/self employment opportunities Employment opportunities Including apprentices Education options Film Editor Interacting with other independent filmmakers and getting funding from the crowd to manage to make the film. Also entering film festivals with other independent filmmakers. http://www.indeed.co.uk /Video-Editor-jobs offers a job to be a film editor in London, whether its temporary or not. They mention the softwares you’d need experience in such as Premiere Pro and/or Final Cut. http://www.reed.co.uk/jo bs/video-editor This website also informs you about jobs that are available to do film editing, and some of them even mention the pay that you’d be given. Manchester University and Anglia Ruskin do a course that includes Media and Film editing which allows you to do a fiction or non fiction film along with an animation which is all editing related. http://courses.bournemout h.ac.uk/courses/postgradua te-degree/post-production- editing/ma/96/ Cinemato grapher Again with cinematographer, you could go to http://www.raindan ce.org/top-13-sites- for-independent- filmmakers/ and have a look at those 13 websites full of independent filmmakers all around the world. http://www.indeed.com/ q-Cinematographer- jobs.html This website offers you a large variety of cinematography jobs all around the world including New York and California. http://www.myjobsearch. com/careers/cinematogr apher.html This website is more specific about what skills, qualifications and responsibility you need to be able to get the job. Manchester, Bournemouth, Teesside and Anglia Ruskin allows you to experiment with the camera and create short films and/or music videos and animation. http://courses.bo urnemouth.ac.uk/ courses/undergra duate- degree/film- production- cinematography/ ba- hons/632/?utm_s ource=prospectus - 2015&utm_mediu m=collateral&ut m_content=cours e-film- JobRole
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