Je ha3 ha4 submission form
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Learner Cameron McRae submitted evidence for two assignments - HA3 on the structure of game guides and HA4 on a showcase - for the Extended Diploma in Creative Media Production program on February 27, 2015. The document lists the learner's name, assessor's name, issue dates for the assignments, submission date, program details, and units covered. It also contains the learner's declaration that the submitted evidence is their own work.
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Je ha3 ha4 submission form
Jake Hyatt submitted evidence for two assignments - HA3 on the structure of game guides and HA4 on a showcase - for his Extended Diploma in Creative Media Production course. The submission form lists the assignments, their issue and submission dates, the program and unit being assessed, and requires Jake to declare that the submitted evidence is his own work.
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Learner Joshua Ridett submitted evidence for two assignments - HA3 on the structure of game guides and HA4 on a showcase - for the Extended Diploma in Creative Media Production program. The submission form lists the learner and assessor names, issue and submission dates, program details, and units covered. Joshua signed a declaration confirming the submitted work as his own and understanding the consequences of false declarations.
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The document is a learner assessment submission and declaration form for a student named Neil Rogero. It lists the assessor, issue dates, submission date, program of study, unit, assignment references and titles being submitted. It requires Neil to list the evidence submitted for each task, including page numbers or descriptions of non-text evidence. At the bottom, Neil must sign a declaration stating the work is his own and he understands false declarations are malpractice.
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This document is a learner assessment submission and declaration form for a student named Kieran Owens. It lists the evidence submitted for each task of two assignments - HA3 and HA4 - for the unit "Understanding the Computer Games Industry". For each task, it provides the page numbers or URLs for the evidence, which includes written and visual definitions, profiles, research, and commentary. At the bottom, Kieran Owens signs a declaration confirming the work as his own and that he has referenced any sources used.
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Phillip Norris Wynne submitted evidence for two assessments - HA3 on the structure of a game guide and HA4 on a showcase - for the Extended Diploma in Creative Media Production program. The submission included a declaration signed by Phillip confirming the work was his own and acknowledging sources. It provided the assessor's name, issue dates for the assignments, submission date, and program and unit details.
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Liam Oven submitted work for assessment of the UNIT 74: COMPUTER GAME STORY DEVELOPMENT assignment. The submission included research cited on his blog for the seven tasks of the unit, covering story writing techniques, developing a story, visual ideas, storyboards, and presenting and evaluating his work. Liam signed a declaration confirming the work was his own and included references to any sources used.
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Jake Hyatt submitted evidence for two assignments - HA3 on the structure of game guides and HA4 on a showcase - for his Extended Diploma in Creative Media Production course. The submission form lists the assignments, their issue and submission dates, the program and unit being assessed, and requires Jake to declare that the submitted evidence is his own work.
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Learner Joshua Ridett submitted evidence for two assignments - HA3 on the structure of game guides and HA4 on a showcase - for the Extended Diploma in Creative Media Production program. The submission form lists the learner and assessor names, issue and submission dates, program details, and units covered. Joshua signed a declaration confirming the submitted work as his own and understanding the consequences of false declarations.
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The document is a learner assessment submission and declaration form for a student named David Hall. It lists the assignments and units being submitted on February 20, 2015 for an Extended Diploma in Creative Media Production, including a partial assignment on the structure of game guides and an assignment called "Showcase." The form includes spaces for the learner's and assessor's names, issue and submission dates, program details, and assignments submitted. At the bottom, David Hall signs to declare the submitted work as his own.
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The document is a learner assessment submission and declaration form for a student named Neil Rogero. It lists the assessor, issue dates, submission date, program of study, unit, assignment references and titles being submitted. It requires Neil to list the evidence submitted for each task, including page numbers or descriptions of non-text evidence. At the bottom, Neil must sign a declaration stating the work is his own and he understands false declarations are malpractice.
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This document is a learner assessment submission and declaration form for a student named Kieran Owens. It lists the tasks and evidence submitted for two assignments - HA3 on the computer games industry structure and HA4 on career progression. For each task, the student provides a description of the submitted evidence and a URL to access it. At the bottom, the student signs a declaration confirming the work is their own and sources have been referenced.
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This document is a learner assessment submission and declaration form for a student named Kieran Owens. It lists the evidence submitted for each task of two assignments - HA3 and HA4 - for the unit "Understanding the Computer Games Industry". For each task, it provides the page numbers or URLs for the evidence, which includes written and visual definitions, profiles, research, and commentary. At the bottom, Kieran Owens signs a declaration confirming the work as his own and that he has referenced any sources used.
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Phillip Norris Wynne submitted evidence for two assessments - HA3 on the structure of a game guide and HA4 on a showcase - for the Extended Diploma in Creative Media Production program. The submission included a declaration signed by Phillip confirming the work was his own and acknowledging sources. It provided the assessor's name, issue dates for the assignments, submission date, and program and unit details.
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Liam Oven submitted work for assessment of the UNIT 74: COMPUTER GAME STORY DEVELOPMENT assignment. The submission included research cited on his blog for the seven tasks of the unit, covering story writing techniques, developing a story, visual ideas, storyboards, and presenting and evaluating his work. Liam signed a declaration confirming the work was his own and included references to any sources used.
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This document contains a learner assessment submission and declaration form. It provides information about the learner, the assessor, the program of study, unit, and assignment details. It lists the evidence submitted for each task, including blog post URLs and descriptions. At the bottom, the learner signs a declaration confirming the work is their own and understands the consequences of a false declaration.
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This document contains a learner assessment submission and declaration form. It provides information about the learner, assessor, program of study, unit, assignment details, evidence submitted for each task, and a learner declaration. The learner, Cameron McRae, declares that the submitted work is their own and certifies the evidence for the assignment on their program in games design.
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Christopher Lucas submitted evidence for the Extended Diploma in Creative Media Production – Games Development unit titled "UNIT 74: COMPUTER GAME STORY DEVELOPMENT". The submission included research cited on his blog for the seven tasks of the unit, covering story writing techniques, generating visual ideas, developing a storyboard, and presenting and evaluating his work. Christopher Lucas signed a declaration on May 22nd, 2015 confirming the work was his own and sources were referenced.
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Learner assessment submission declaration research techniques
Learner assessment submission declaration research techniques
More from CameronMcRae901
Games y1 ap3 2015
The document outlines an assignment brief for a Level 3 Diploma in Creative Media Production requiring students to create a comic or graphic novel. Students will research storytelling techniques, write and illustrate a short comic based on their own life, and develop a storyboard. They will learn about narration, dialogue, character development and building tension to create an engaging story and characters. The final submission will be a fully colored A2 storyboard, along with research and draft materials, and a presentation evaluating the work.
Cameron mcrae y1 games ig2_learner assessment submission declaration
This document contains a learner assessment submission and declaration form. It provides information about the learner (Cameron McRae), assessor (Iain Goodyear), program of study (Extended Diploma in Creative Media Production – Games Design), and assignment details. It lists 11 tasks with links to evidence submitted for assessment and includes a declaration by the learner that the work is their own.
Explosion3 annotations
I imported a new sound file called "explosion3" into Gamemaker by right clicking Sounds, selecting Create Sound, naming the file, and selecting the sound file. I then edited the code for the player and enemy explosion objects to play the new sound by clicking on the objects, selecting Create, and replacing the previous sound name with "explosion3" on the last line of code.
Beam1 annotations
The document describes importing a sound file called "Beam1" into a Gamemaker project and editing the code of the "player_laser" object to play the imported sound. Specifically, the author imported the sound by right clicking "Sounds" and selecting "Create Sound", named the sound "beam1", selected the sound file, and edited the "player_laser" object's code in the "Create" and "Movement & Sound" events to play the "beam1" sound instead of the previous sound.
Sound recording glossary improved 3
This document provides definitions for audio and sound design terms as part of a BTEC course assignment. The student was asked to research definitions for key terms and explain their relevance to their own audio production work. Over 15 terms are defined, with URLs provided for each definition. For each term, the student briefly describes how the concept relates to or was used in their own sound design project for a game cut sequence.
Presentation script
The cut scene is set at the beginning of a horror game taking place in a mental hospital. It features two characters, Charles and Fred, who are investigating something strange they noticed on security footage. They search the basement storage room and find an unknown person, who then attacks them, ending the cut scene on a cliffhanger. The cut scene will include dialogue between the two characters with background noises and eerie music to set the tone. Sound effects will be recorded using foley techniques while voices will be studio recorded for best quality.
Task 7 c annotations
The document discusses editing an original sound file by using PitchAdjust and PlaybackRate boxes to create 3 edited versions. The first version increased the PlaybackRate to 1.5, making the audio play faster. The second version kept the same PlaybackRate but changed the PitchAdjust to -10, making the sound deeper. The third version kept the PitchAdjust the same but reduced the PlaybackRate to 0.5, making the audio play much slower.
Vst effect 2
The document discusses applying audio effects to make recorded dialogue sound more realistic. Specifically, the author used an Ambience effect to add a subtle room echo, and tested different settings until finding a balance that was noticeable but didn't overwhelm the audio. In addition, the author used ReaEQ and ReaComp effects to increase the volume and clarity of the audio while keeping other settings at their defaults.
Vst effect
The document discusses audio effects used in a VST, including setting the 'Wown Flutter' effect to 'Wornout Walkman' mode and raising the minimum level coarse setting to 1.07 to add distortion without making the audio too difficult to understand. Ambience was used for a slight echo effect and other plugins adjusted the volume and clarity. Wown Flutter was applied to simulate the distorting effect of a mask on a character's voice.
Sound recording glossary improved
This document provides definitions for key terms related to sound design and production for computer games. It includes a glossary with over 30 terms defined, each with a short definition and URL reference. The student also provides brief descriptions of how some of the terms relate to their own production practice, such as using MIDI software to make background music and noises, and using sequencers to make audio clearer and reduce spikes.
Sound recording glossary
This document provides a glossary of terms related to sound design and production for computer games. It contains definitions for over 20 key terms researched from online sources. For each term, the student also describes how the definition relates to their own production practice for a game sound project involving a cut sequence. The glossary covers areas such as sound design methodology, sound file formats, audio limitations, audio recording systems, audio sampling, and MIDI instruments.
Sound recording glossary improved 2
The document is a glossary produced by Cameron McRae for a BTEC Extended Diploma in Games Design course. It contains definitions and explanations of various audio and sound design terms. McRae provides researched definitions from online sources and describes how each term relates to their own production practice. The glossary covers topics such as sound file formats, audio limitations, audio recording systems, MIDI, audio sampling, and software used for audio editing and production.
Sound recording glossary improved
This document provides definitions for key terms related to sound design and production for computer games. It includes a glossary with over 20 terms defined, each with a short definition and link to the source. The student also provides brief descriptions of how some of the terms relate to their own production practice, such as using MIDI software to make background music and noises, and sound libraries to learn software.
Mood board
This document contains 6 image links from various sources on the internet. The images appear to depict a dream scene, artwork, a video game environment, a staircase, a landscape photo, and a screenshot from a video game guide. Without more context or description for the images, it is difficult to determine the overall purpose or meaning of this collection of visual links.
Mood board
This document contains 5 image links without any accompanying text. The images appear to depict various scenes and objects including a painting of a lucid dream, an abstract artwork, a mood board collage, a video game environment, and a staircase within a capitol building.
Robot companion
This document contains links to images of various robots and mechanical entities from different fictional universes, including Securitrons from Fallout, Geth from Mass Effect, Protectrons from Fallout, mechs from Wolfenstein, Loki mech, YMIR mech from Mass Effect, MOAs from Warframe, and Vikings from StarCraft.
Task 7 d annotations
The document describes editing a track by pressing the FX button, which opened a window to choose a plugin to edit the sound. The author chose the Ambience Plugin, which adds an echo effect, and used it on Water Hole and Splash sounds to make them sound like an indoor pool.
Task 7 c annotations
The document discusses editing an original sound file by using PitchAdjust and PlaybackRate boxes to create 3 edited versions. The first version increased the PlaybackRate to 1.5, making the audio play faster. The second version kept the same PlaybackRate but changed the PitchAdjust to -10, making the sound deeper. The third version kept the PitchAdjust the same but reduced the PlaybackRate to 0.5, making the audio play much slower.
Task 7 b annotations
The document discusses using panning audio effects to make mortar sounds appear to be coming from different locations all around rather than just one spot. It also mentions the option of using volume fades to bring sounds in and out instead of abrupt starts and stops but notes that was not used as the sounds worked well enough without additional effects.
Task 7 a annotations
The redlines in the document show that sounds will fade in and out. No noticeable effects were found on the sounds because many occur at the same time. The volume of mortars and gunshots was increased while reducing the volume of 'hurt' noises to make it more realistic, as guns and artillery are louder than voices in real life.
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Je ha3 ha4 submission form
- 1. LEARNER ASSESSMENT SUBMISSION AND DECLARATION When submitting evidence for assessment, each learner must sign a declaration confirming that the work is their own. You may use this form, or incorporate a learner declaration into an Assignment Brief front sheet. Learner name: Cameron McRae Assessor name: Jordan Eastwood Issue date: HA3 - 08/12/14 HA4 - 19/01/15 Submission date: 27/02/15 Submitted on: 27/02/2015 Programme: Extended Diploma in Creative Media Production – Games Development Unit: 13: Understanding the Computer Games Industry - Partial Assignment reference and title: HA3 – The Structure of the Game Guide HA4 - Showcase Please list the evidence submitted for each task. Indicate the page numbers where the evidence can be found or describe the nature of the evidence (e.g. video, illustration). LEARNER ASSESSMENT SUBMISSION AND DECLARATION Learner declaration I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Learner signature: Date:27/02/2015