Here are the key points we want you to cover in your end of year review:
- Reflect on each project/production you worked on over the year - what went well, what could be improved
- Evaluate your time management - how did you plan your workload?
- Assess your skill development - what new skills have you learned?
- Consider how you worked with others - what did you learn about collaboration?
- Review how you organised resources/equipment - what systems worked well?
Your action plan for next year should:
- Identify 5 specific goals or skills you want to focus on developing
- Outline clear actions you will take to achieve each goal
- Consider any support or
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile. They will also develop a five-year plan and complete a music video process log and end of year review. The end of year review requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
The student enjoyed creating a music video and using Photoshop the most this year. Learning to use new software like Photoshop, Adobe Audition, and Premiere Pro was challenging. The student feels they have improved in research and planning projects. Editing and creating shots is their strongest technical skill, as seen in their music video and movie poster projects. The music video and movie poster were their best projects due to creative shots and conveying the intended tone respectively. The ghost audio project was their least favorite due to difficulties using the software and recording their own voice. Going forward, the student wants to focus on Photoshop and photography skills for jobs in visual design and production.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review to demonstrate their learning and growth. Key tasks include creating an illustrated sector guide, conducting research on a practitioner in their field of interest, developing a five-year career plan, maintaining a process log for a music video project, and a final self-evaluation.
- The student enjoyed the music video project the most as it allowed them to improve their filming and editing skills through a fun experience. They found the animation project challenging but interesting to learn a new skill.
- Managing time effectively and planning projects thoroughly were areas the student developed, as poor planning previously caused disorganized work.
- Filming and editing are the student's strongest technical skills. Their best project was the music video which they had the most fun producing and received the highest grade for.
- The audio project was enjoyed the least due to personal challenges and choosing an unsuitable format of narration over voiceover work.
- Going forward, the student aims to focus on filming and editing roles, and is considering university
The document provides a review and reflection by a student on their first year creative media production course. They discuss enjoying animation, poster design, and editing the most. Challenges included difficulty focusing and having to rush a project after getting COVID. The student felt they improved most at research and their strongest technical skill is editing. Their favorite project was a poster or magazine cover because they were visually appealing. The least enjoyed project was their first music video due to a lack of experience and COVID issues. They realize they need to manage time better. For the future, they are interested in filming, directing, and working on large productions. They are unsure of their path after college but want to gain experience on film sets. More research on university
The document summarizes the student's experience in their Creative Media production course over the past year. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require editing or working with others.
- Learning new software and having to work in groups/be filmed were challenges.
- Research skills improved the most, learning to fully analyze projects before production.
- The best projects were a solo game concept and animation or a music video due to full control and creativity.
- The least enjoyed project was a group music video where they had no input and had to act.
- Time management improved, learning to schedule and avoid rushing work.
-
The document summarizes the student's experience in their first year creative media production course. Some key points:
- The student enjoyed projects like game concept and pixel art work that didn't require much editing or socializing and allowed them to focus on creating work.
- Learning new software and having to work in groups/be filmed were challenges, as the student prefers working alone and struggles voicing opinions in groups.
- The student improved in researching pre-existing work for projects and considering audience needs, which helped planning.
- Their strongest technical skill is researching to develop project ideas and find similar existing works.
- The game concept and solo music video were their best projects as they had full control
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers in the creative media industry, create an illustrated guide and practitioner profile. They will also develop a five-year plan and complete a music video process log and end of year review. The end of year review requires students to evaluate their progress and create an action plan with five areas to focus on improving in the next year.
The document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves researching different job roles, sectors of the industry, and notable practitioners. Students must complete tasks such as creating an illustrated guide to their chosen industry sector, researching a notable practitioner, and developing a five-year plan for pursuing their career goals. They are also assessed based on keeping a production journal and review of their work and development over the year.
The student enjoyed creating a music video and using Photoshop the most this year. Learning to use new software like Photoshop, Adobe Audition, and Premiere Pro was challenging. The student feels they have improved in research and planning projects. Editing and creating shots is their strongest technical skill, as seen in their music video and movie poster projects. The music video and movie poster were their best projects due to creative shots and conveying the intended tone respectively. The ghost audio project was their least favorite due to difficulties using the software and recording their own voice. Going forward, the student wants to focus on Photoshop and photography skills for jobs in visual design and production.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review to demonstrate their learning and growth. Key tasks include creating an illustrated sector guide, conducting research on a practitioner in their field of interest, developing a five-year career plan, maintaining a process log for a music video project, and a final self-evaluation.
- The student enjoyed the music video project the most as it allowed them to improve their filming and editing skills through a fun experience. They found the animation project challenging but interesting to learn a new skill.
- Managing time effectively and planning projects thoroughly were areas the student developed, as poor planning previously caused disorganized work.
- Filming and editing are the student's strongest technical skills. Their best project was the music video which they had the most fun producing and received the highest grade for.
- The audio project was enjoyed the least due to personal challenges and choosing an unsuitable format of narration over voiceover work.
- Going forward, the student aims to focus on filming and editing roles, and is considering university
The document provides a review and reflection by a student on their first year creative media production course. They discuss enjoying animation, poster design, and editing the most. Challenges included difficulty focusing and having to rush a project after getting COVID. The student felt they improved most at research and their strongest technical skill is editing. Their favorite project was a poster or magazine cover because they were visually appealing. The least enjoyed project was their first music video due to a lack of experience and COVID issues. They realize they need to manage time better. For the future, they are interested in filming, directing, and working on large productions. They are unsure of their path after college but want to gain experience on film sets. More research on university
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The student enjoyed creating their music video and audio projects the most, gaining satisfaction from bringing their visions to life through filming, editing, and post-production. Their biggest challenge was not being able to film all desired shots for some projects and having to improvise alternate scenarios. The student feels they have improved most in research over the year by conducting more thorough investigation. Their strongest technical skill is filming and framing shots to achieve a cinematic look. The music video was considered their best project because it was the most enjoyable to create and had a polished final product despite challenges. The student least enjoyed the magazine and game animation project but learned from the experience. They aim to focus on directing, filming or editing in the future and eventually create
This document provides an overview of Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will also develop a five year plan and complete a music video process log and end of year review. The end of year review will include an action plan to focus on developing key skills in the second year.
The student enjoyed filming a music video and creating sprites for an animation project. They found the audio project challenging due to limited resources. Their evaluating skills improved the most over the year. Photoshop skills developed through learning animation techniques and photo editing. The animation portion of an adventure project was their best as they felt less stressed and enjoyed the sprite work. The audio project was enjoyed least as the student felt unprepared close to the deadline. An action plan includes interests in print design, pixel art, and researching university requirements.
This evaluation template guides students to evaluate their projects in a structured way. It prompts students to provide an overview of their project, describe their research, ideas, and outcomes. It also has them reflect on how they felt during the process, challenges they faced, and what they learned. Feedback from peers is discussed. Areas for improvement are identified, such as using more concise interviews. Skills development and next steps are considered, such as searching online for skills tutorials.
The student enjoyed making animations in pixel art the most as they found it interesting to see how classic games were made. However, they found the audio project most challenging as they lacked motivation. Their planning skills improved the most over the year. Going forward, the student wants to focus on roles using Adobe software like Photoshop and Premiere Pro. They plan to get an apprenticeship or job in video editing after finishing the course to develop their skills in a work environment. More research is needed to explore progression options and gain more experience with software.
The document provides guidance for planning a practical project, including stages of planning, types of documents to assemble, and sections to cover. It outlines tasks for idea generation, research, pre-production assessment, creative planning, and shot listing. The template is not exhaustive and can be modified depending on the project. It is intended to help track the planning process through the pre-production phase.
The document provides information about pre-production for different types of projects. It discusses that pre-production is important for organizing a project before production begins. It lists common paperwork and tasks involved in pre-production for print, moving image, video games, and audio projects, which can include risk assessments, schedules, budgets, storyboards, scripts, and equipment lists. The document emphasizes creating a thorough production schedule as part of pre-production.
The document provides an evaluation form for assessing projects. It includes sections for outlining the project, research undertaken, personal response, evaluating audience design and success, analyzing elements that worked and didn't work well, discussing skill development, feedback received, and an action plan. The respondent summarizes their film project on illusion, noting they were happy with the end result and able to experiment technically, but that group work did not go smoothly and they took on most of the work. They also discuss what they would do differently in the future, like planning better to use a cinema location and experimenting more with stop-motion animation.
This document provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
Unit 3 introduces students to various roles and career opportunities in the creative media production industry. Students will research options and plan their own development. Assessment includes assignments documenting their process and a cumulative production journal. Students will complete tasks exploring sectors of interest, researching practitioners, creating a five year plan, logging their music video process, and an end of year review and development plan.
This document outlines the unit introduction to professional practice for a creative media production course. It discusses investigating job roles, responsibilities, and progression opportunities in the media industry. Students will complete assignments researching sectors of interest, practitioners in their field, and creating a five year plan. They will also complete a music video process log and end of year review reflecting on their skills and development. The document provides assessment criteria and details of tasks to be completed through the year.
The document provides context and initial ideas for an FMP project involving creating a pixel art trailer and posters for a game. Some key points:
- The project will involve creating a pixel art trailer and posters for an action-adventure game. Research will focus on similar games for inspiration.
- Goals are to entertain and engage the audience with the trailer and leave them wanting more. The style will be pixel art with a focus on action.
- Strengths that will help include skills in pixel art animation and ability to improvise. Potential limitations are time management and planning.
- Hopes are to create an entertaining animation with a good story that looks professional and allows skills to develop further. Research
The document summarizes the student's experience in their first year creative media production course. They enjoyed projects involving cameras, photography, and audio work the most. Time management was their biggest challenge, often taking on too many tasks. Their research and production skills improved over the year. Camera work and Photoshop are their strongest technical skills. Their favorite project was the audio project due to the planning and smooth production. They intend to research university programs, apprenticeships, and careers in videography for after finishing the course next year.
Lucas worked on a group project researching 16-24 year olds over several weeks. He conducted surveys, researched popular sites and demographics, and helped define the project topic. Lucas then began an individual mini-project exploring the theme of "illusion" through an experimental film shot in York. He planned, shot footage over a day, and spent weeks editing adding effects and refining the film. Lucas received feedback and made improvements before completing his evaluation. The weekly diary documented his progress on both group and individual components of the project.
The student enjoyed the audio project the most as it was most beneficial for their goal of a career in radio. They struggled the most with the animation project, but overcame challenges through research and tutorials. While time management was generally good, the student feels they sometimes rushed production and need to allow more time for detail. Looking ahead, they plan to focus on audio skills and potentially podcasting, with goals of a radio apprenticeship or broadcast journalism degree after graduation. Further research into university programs and apprenticeship opportunities will help guide future progression plans.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will produce a five year plan and complete a music video process log and end of year review. The end of year review will assess students' development over the year and they will create an action plan to focus on for the next year.
The student enjoyed creating a music video the most as they love music and storytelling. They found editing in Adobe Premiere and filming different shots and angles to be their strongest skills. Their best project was the music video as they were able to effectively create a story and edit it to have a vintage style. Going forward, the student wants to focus on roles involving music videos, short films, and social media advertising. They plan to research existing job roles and education requirements to help determine their future career progression.
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
The document provides an overview of the units and tasks for a course in creative media production, which aims to introduce students to various job roles, responsibilities, and progression opportunities in the media industry. Students will research sectors of interest, profiles of practitioners, and create multi-year career plans. A variety of tasks assess students' understanding of working practices, time management, professionalism, and self-evaluation of skills and development.
The plan outlines continuing education in filmmaking at university, where the student hopes to learn advanced filming and editing techniques. Work experience on film sets is seen as crucial for understanding professional film production. Specific skills to develop include improving camerawork, learning new filming techniques, and gaining experience editing. The student plans to gain these skills through university courses, personal film projects, and seeking work experience placements.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create an illustrated guide and practitioner profile. They will develop a five-year plan and complete a music video process log and end of year review reflecting on their progress and setting goals. The tasks aim to help students investigate options and development needs for their future careers.
The student enjoyed creating their music video and audio projects the most, gaining satisfaction from bringing their visions to life through filming, editing, and post-production. Their biggest challenge was not being able to film all desired shots for some projects and having to improvise alternate scenarios. The student feels they have improved most in research over the year by conducting more thorough investigation. Their strongest technical skill is filming and framing shots to achieve a cinematic look. The music video was considered their best project because it was the most enjoyable to create and had a polished final product despite challenges. The student least enjoyed the magazine and game animation project but learned from the experience. They aim to focus on directing, filming or editing in the future and eventually create
This document provides an overview of Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching different job roles, sectors of the industry, and notable practitioners. They also create a five-year career plan and complete assessments including a process log and end-of-year review reflecting on their skills and development. The tasks are designed to help students investigate options and plan for their future in the field.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will also develop a five year plan and complete a music video process log and end of year review. The end of year review will include an action plan to focus on developing key skills in the second year.
The student enjoyed filming a music video and creating sprites for an animation project. They found the audio project challenging due to limited resources. Their evaluating skills improved the most over the year. Photoshop skills developed through learning animation techniques and photo editing. The animation portion of an adventure project was their best as they felt less stressed and enjoyed the sprite work. The audio project was enjoyed least as the student felt unprepared close to the deadline. An action plan includes interests in print design, pixel art, and researching university requirements.
This evaluation template guides students to evaluate their projects in a structured way. It prompts students to provide an overview of their project, describe their research, ideas, and outcomes. It also has them reflect on how they felt during the process, challenges they faced, and what they learned. Feedback from peers is discussed. Areas for improvement are identified, such as using more concise interviews. Skills development and next steps are considered, such as searching online for skills tutorials.
The student enjoyed making animations in pixel art the most as they found it interesting to see how classic games were made. However, they found the audio project most challenging as they lacked motivation. Their planning skills improved the most over the year. Going forward, the student wants to focus on roles using Adobe software like Photoshop and Premiere Pro. They plan to get an apprenticeship or job in video editing after finishing the course to develop their skills in a work environment. More research is needed to explore progression options and gain more experience with software.
The document provides guidance for planning a practical project, including stages of planning, types of documents to assemble, and sections to cover. It outlines tasks for idea generation, research, pre-production assessment, creative planning, and shot listing. The template is not exhaustive and can be modified depending on the project. It is intended to help track the planning process through the pre-production phase.
The document provides information about pre-production for different types of projects. It discusses that pre-production is important for organizing a project before production begins. It lists common paperwork and tasks involved in pre-production for print, moving image, video games, and audio projects, which can include risk assessments, schedules, budgets, storyboards, scripts, and equipment lists. The document emphasizes creating a thorough production schedule as part of pre-production.
The document provides an evaluation form for assessing projects. It includes sections for outlining the project, research undertaken, personal response, evaluating audience design and success, analyzing elements that worked and didn't work well, discussing skill development, feedback received, and an action plan. The respondent summarizes their film project on illusion, noting they were happy with the end result and able to experiment technically, but that group work did not go smoothly and they took on most of the work. They also discuss what they would do differently in the future, like planning better to use a cinema location and experimenting more with stop-motion animation.
This document provides an evaluation template for a Year Two creative media production project. It includes sections for an overview of the project, what attracted the student to the theme, research conducted and how it informed the project, the project outcome, personal reflections on the experience, collaboration, feelings upon completion, evaluation of good and bad points, challenges faced, rating the final piece, successful elements, and how it appeals to the target audience.
Unit 3 introduces students to various roles and career opportunities in the creative media production industry. Students will research options and plan their own development. Assessment includes assignments documenting their process and a cumulative production journal. Students will complete tasks exploring sectors of interest, researching practitioners, creating a five year plan, logging their music video process, and an end of year review and development plan.
This document outlines the unit introduction to professional practice for a creative media production course. It discusses investigating job roles, responsibilities, and progression opportunities in the media industry. Students will complete assignments researching sectors of interest, practitioners in their field, and creating a five year plan. They will also complete a music video process log and end of year review reflecting on their skills and development. The document provides assessment criteria and details of tasks to be completed through the year.
The document provides context and initial ideas for an FMP project involving creating a pixel art trailer and posters for a game. Some key points:
- The project will involve creating a pixel art trailer and posters for an action-adventure game. Research will focus on similar games for inspiration.
- Goals are to entertain and engage the audience with the trailer and leave them wanting more. The style will be pixel art with a focus on action.
- Strengths that will help include skills in pixel art animation and ability to improvise. Potential limitations are time management and planning.
- Hopes are to create an entertaining animation with a good story that looks professional and allows skills to develop further. Research
The document summarizes the student's experience in their first year creative media production course. They enjoyed projects involving cameras, photography, and audio work the most. Time management was their biggest challenge, often taking on too many tasks. Their research and production skills improved over the year. Camera work and Photoshop are their strongest technical skills. Their favorite project was the audio project due to the planning and smooth production. They intend to research university programs, apprenticeships, and careers in videography for after finishing the course next year.
Lucas worked on a group project researching 16-24 year olds over several weeks. He conducted surveys, researched popular sites and demographics, and helped define the project topic. Lucas then began an individual mini-project exploring the theme of "illusion" through an experimental film shot in York. He planned, shot footage over a day, and spent weeks editing adding effects and refining the film. Lucas received feedback and made improvements before completing his evaluation. The weekly diary documented his progress on both group and individual components of the project.
The student enjoyed the audio project the most as it was most beneficial for their goal of a career in radio. They struggled the most with the animation project, but overcame challenges through research and tutorials. While time management was generally good, the student feels they sometimes rushed production and need to allow more time for detail. Looking ahead, they plan to focus on audio skills and potentially podcasting, with goals of a radio apprenticeship or broadcast journalism degree after graduation. Further research into university programs and apprenticeship opportunities will help guide future progression plans.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated sector guide and practitioner research file. They will produce a five year plan and complete a music video process log and end of year review. The end of year review will assess students' development over the year and they will create an action plan to focus on for the next year.
The student enjoyed creating a music video the most as they love music and storytelling. They found editing in Adobe Premiere and filming different shots and angles to be their strongest skills. Their best project was the music video as they were able to effectively create a story and edit it to have a vintage style. Going forward, the student wants to focus on roles involving music videos, short films, and social media advertising. They plan to research existing job roles and education requirements to help determine their future career progression.
This document provides an overview of Unit 3: Introduction to Professional Practice for a creative media production course. The unit aims to introduce students to various job roles, responsibilities, and career progression opportunities in the media industry. Students will research their options and develop skills for future work. Assessment involves assignments documenting their process and development over the year. The tasks include creating an illustrated sector guide, researching a notable practitioner, developing a five-year career plan, logging the music video production process, and an end-of-year review.
The document provides an overview of the units and tasks for a course in creative media production, which aims to introduce students to various job roles, responsibilities, and progression opportunities in the media industry. Students will research sectors of interest, profiles of practitioners, and create multi-year career plans. A variety of tasks assess students' understanding of working practices, time management, professionalism, and self-evaluation of skills and development.
The plan outlines continuing education in filmmaking at university, where the student hopes to learn advanced filming and editing techniques. Work experience on film sets is seen as crucial for understanding professional film production. Specific skills to develop include improving camerawork, learning new filming techniques, and gaining experience editing. The student plans to gain these skills through university courses, personal film projects, and seeking work experience placements.
The plan outlines continuing education in filmmaking at university, where the student hopes to learn advanced filming and editing techniques. Work experience on film sets is seen as crucial for understanding professional film production. Specific skills to develop include improving camerawork, learning new filming techniques, and gaining experience editing. The student plans to gain these skills through university courses, personal film projects, and seeking work experience placements.
This document outlines the tasks and assessments for Unit 3 of a media production course. It includes tasks such as creating an illustrated sector guide on a chosen media industry, researching a notable practitioner in that field, and creating a 5-year plan. Assessments involve a music video process log, end-of-year review, and demonstrating professional skills and meeting deadlines. The document provides details on each task and assessment criteria relating to understanding career progression, skills, and professional practice in the creative media industry.
Job Roles Brief 2021 - april submission.pptxAlexF50
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will create an illustrated sector guide on their chosen field and a fact file on a notable practitioner. Students will also develop a 5-year plan outlining their education, experience and skills goals. Assessments include a music video production log, end-of-year review, and demonstrating self-organization and consideration when working with others.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and 5-year plan. Other assessments include a music video process log and end of year review reflecting on skills developed and areas for improvement. The end of year review will include an action plan for further development in the second year.
This document outlines the units and tasks for a media production course. Unit 3 focuses on exploring career options and developing professional skills. Students will research job roles, create an illustrated sector guide and practitioner profile, and develop a five-year career plan. They will also complete production logs and an end-of-year review reflecting on their skills and progress. The tasks assess students' understanding of the industry, working practices, self-organization, and ability to meet deadlines.
This document outlines the assessment criteria for Unit 3: Introduction to Professional Practice. Students will research career opportunities and progression paths in the creative media industry. They will investigate working practices through logs and reviews of their own work process. The unit focuses on developing skills for professional practice like meeting deadlines, collaborative work, and self-management. Assessment tasks include creating an illustrated sector guide, a practitioner research file, and a five-year plan. Students will also complete logs for their music video project and an end-of-year review with an action plan.
This document provides information about Unit 3 of a media production course, which focuses on introducing students to career opportunities and professional practices in the creative media industry. The unit involves students researching job roles, completing assignments to develop skills like time management and collaboration, and creating a cumulative production journal and end-of-year review. Tasks include creating an illustrated guide to a chosen media sector, a profile of a notable practitioner, and a five-year career development plan.
This unit introduces students to various career roles and opportunities within the creative media production industry. Students will research options and plan their own career development. The unit focuses on understanding industry progression, required skills, and professional practices. Students will complete assignments on industry research, practitioner profiles, and self-assessments to track their skills and progress over the year.
The document outlines the assessment tasks for a unit on professional practice in the creative media production industry. Students will research career opportunities and skills required for their chosen sector, study an example practitioner, and create a five-year plan. They will also complete production logs and an end-of-year review reflecting on their skills, teamwork, and time management over the course of projects. The final assessment involves creating an action plan to focus on key areas for further development in the next year.
This document outlines the tasks and assessments for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review to demonstrate their skills and development over the course of the year. The assessments are designed to help students investigate options and plan for their future in the media production field.
This document outlines the assessment tasks for Unit 3: Introduction to Professional Practice. Students will research careers and roles in the creative media industry, create an illustrated guide and practitioner profile, and develop a five-year plan. They will also complete a process log for their music video production and an end-of-year review reflecting on their work and setting goals. The review will assess students' understanding of the industry, working practices, and professionalism over the course of the year.
This document outlines the unit introduction to professional practice and the tasks involved. Students will research career opportunities and skills needed in the creative media industry. They will create an illustrated sector guide, practitioner research file, and five-year plan. Additionally, students will complete a music video process log and end of year review reflecting on their skills, teamwork, and goals for further development. The tasks aim to help students investigate options and progress in their chosen field.
Here are three potential courses I could take after college to further my career in photography:
1. BA (Hons) Photography at University of South Wales. This course covers documentary, fashion and studio photography as well as video. It has a strong emphasis on developing a professional portfolio. The entry requirements are 112 UCAS points plus a photography portfolio. This course would help me gain the technical skills and experience needed to become a professional photographer.
2. Foundation Diploma in Art and Design at Leeds Arts University. This one-year course develops skills across art and design disciplines through projects and workshops. It does not have set entry requirements but looks for motivation and potential. The multi-disciplinary approach and focus on developing a portfolio would help
This unit introduces students to career opportunities and professional practices in the creative media industry. Students will research job roles, complete assignments exploring sectors of interest and practitioners, and create a five year career plan. Assessments include a sector guide, research file, process log, and end of year review reflecting on skills and goals. The review will include an action plan for further development.
This document outlines the tasks and assessments for Unit 3 of a creative media production course. Students will research career opportunities and skills required in the media industry, create an illustrated guide and practitioner profile, and develop a five year plan. They will also complete production logs and an end of year review reflecting on their skills, teamwork, and goals for further development. Assessment will include assignments demonstrating understanding of the industry and ability to meet deadlines.
Here are three potential university courses that would help further my career aims:
1. BA (Hons) Film Production - University of Salford
This three year course focuses on practical filmmaking skills as well as the theory behind it. The entry requirements are 112 UCAS points including a media or creative related subject. This course would help me further develop my technical skills in camera operating, lighting, sound and editing to a higher professional level.
2. BA (Hons) Television Production - University of Westminster
This three year course covers all aspects of television production from development to transmission. The entry requirements are 112 UCAS points. This course would provide me experience working on real television productions which would be invaluable for pursuing a
This document outlines the tasks and assessments for Unit 3 of a creative media production course. Students will research career opportunities, skills needed for different roles, and create a five year plan. They will also complete a process log and end of year review reflecting on their technical skills, time management, collaboration, and areas for further development. The goals are to introduce students to various jobs in the industry and support their professional growth.
This document outlines the assessment criteria and tasks for Unit 3: Introduction to Professional Practice. Students will research career opportunities and skills required in the creative media industry, create a five year plan, complete a music video process log, and an end of year review reflecting on their skills and development. The end of year review will also include an action plan with 5 areas to focus on in the second year.
Similar to Job role guided research and fact file (20)
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The document outlines plans for a video project about the future of skating. It will involve interviewing local skaters about their visions for where skating is headed and filming them skating at different locations. The goal is to get a wide range of clips showing progression over time and different styles to feature on a website showing the dedication involved in the sport. Contingency plans include safety precautions while filming skating tricks. The shoot schedule involves meeting skaters at a skate park and car parks on the first day of filming to capture interviews and footage.
This document is an application to UCAS from a student named Oli Hewson. It includes grades from GCSE exams, a list of university courses the student is considering along with course details and their suitability ratings, and a draft personal statement. The personal statement outlines the student's academic history studying various subjects, their current creative media course, desire to pursue a creative career path after college without attending university, and hobbies of art and skateboarding. The student concludes they would only consider university for an art or digital art course that aligns with their creative interests.
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Job role guided research and fact file
1. Unit 3: Introduction to
Professional Practice
Job Roles and
Working in the Creative Media Production Industry
2. Introduction to
Professional Practice
• Unit 3 is designed to introduce the variety of roles,
responsibilities, employment and progression opportunities
available in this sector, Media Production.
• As such you will be investigating your own options, methods of
work and planning for the future.
• Assessment in this unit is from set assignments and the
cumulative production journal at the end of the year.
• It is therefore important that you not only track the process of
how you have worked in each project, but also how you have
developed over the year
3. Assessment criteria/Task List
1. Understand progression
opportunities within the
creative media sector.
1.1 Locate, access and use
information to support
own development.
- Illustrated sector guide
- Practitioner research file
- Five Year Plan
2. Understand the skills
needed to pursue a career
in the creative media
sector.
2.1 Critically evaluate a range
of working practices and
methods.
- Music Video Process Log
- End of Year Review
2.2 Apply knowledge of
working practices to
support own
development.
- Music Video Process Log
- End of Year Review
3. Be able to carry out roles
and responsibilities
consistent with
professional practice.
3.1 Organise self and work
to meet deadlines and
targets.
- End of Year 1 review
3.2 Demonstrate
consideration and
professionalism in working
with others.
- End of Year 1 review
4. Task 1: Illustrated Sector Guide [1.1]
Research a sector of the industry that you are interested in working in [e.g. film
production, TV, radio, graphic design, etc]. Use the information you find to produce an
illustrated guide to that sector. Include facts about employment, skills needed,
workforce information, etc.
Task 2: Practitioner Research File [1.1]
Within your chosen sector identify someone who is a notable practitioner and produce
a fact file about them. Research their journey to where they are now; look at
education, experience, skillset and look for insightful quotes about them and by them
to build a picture of who they are and how they work.
Task 3: Five Year Plan [1.1]
Produce a plan taking into account where you are now, what you will need to do next
and how to go about that in the next 5 years. Outline educational requirements
[college, University, courses, etc], experience you will need/would like to gain and
personal development that will be necessary to you in your future plans.
5. Task 4: Music Video Process Log [2.1, 2.2]
Complete the Music Video Process Log to evidence how you worked technically during
the Music Video production phase. Screenshot and explain how you managed to get
your production finalised.
Task 5: End of Year Review [2.1, 2.2, 3.1, 3.2]
Produce an end of year review looking at how you have worked across the year,
considering each stage of production, which productions have worked/not worked,
how you have managed your time, what skills you have developed, how you have
worked with others and how you organised your time, resources and equipment
throughout the year. You should then produce an action plan for Year 2 selecting 5 key
areas you wish to focus on to develop further.
7. Task 1: Illustrated Sector Guide [1.1]
Research a sector of the industry that you are interested in working in [e.g.
film production, TV, radio, graphic design, etc]. Use the information you find to
produce an illustrated guide to that sector. Include facts about employment,
skills needed, workforce information, etc.
8. What we want from you is research in to the part of the media industry that you are
most interested in. That could be films, magazines, video games, television,
journalism… whatever you are interested in.
Find out about that industry. What jobs roles are available? What skills do people
need to work in that industry? What level of education is needed? How diverse, or
not, is the industry?
We want some good facts and figures that you can take and then use in your
illustrated guide.
Write down the information that you find, and keep a record of where you found it.
It’s best to get lots of research, and then pick the most useful information from that.
9. When making your illustrated guide, think carefully about all the elements
involved.
A good guide will have:
• Concise information
• Consistent image style
• Clear, consistent typography
• A coherent colour scheme
All of these elements need to work together to create your guide.
10. Sport film (Skateboarding)
To get into any film industry you have to
be the best and get creative/ different
with the way you film and edit creating
your own unique style. It is quite hard to
get into and the pay is all on if people are
enjoying your work it doesn't really have a
set pay. It would be even harder to get
into specifically skate as it is a smaller
audience however over the past few years
the audience is growing faster than ever.
How to get into it?
To get into skate photography and film you need to be shooting every day and and
working with a wide range of skaters from up and coming pros to jus your local
skaters. The main focus is on being unique with it as all the different skaters will have
a style and you will have to add your own style onto theirs to work well. There is no
easy way in other than being constant and working your best until an opportunity
comes where people mainly pros will want specific filmer. (what I want to be )
Skills and thing you will need.
To become a well know producer
in skating you will need not only
all the filming equipment like a good camera and lens but also need the
knowledge of where to go and who’s good or not. However the camera
and lenses are important as this is one of the ways to start changing to be
more your own personal style. You can get a wide range of cameras and
lenses I really like how the fish eye lenses look and think they help the
video look more iconic. To be a skate filmer you will also need to know how
to skate as this will allow you to trail the performer. It isn’t all just about
trailing the skater a lot of filmers will use tripods or may even just stand in
one spot and follow the skater with the camera. Once you have got the
basic filming equipment you will also need the right editing equipment for
you. Everyone has their own personal preferences as I would choose ’Adobe
pro’ if I was going to make a skate video. To be a successful skate produce
all it tales is constancy and unique intriguing content.
12. Task 2: Practitioner Research File [1.1]
Within your chosen sector identify someone who is a notable practitioner and produce
a fact file about them. Research their journey to where they are now; look at
education, experience, skillset and look for insightful quotes about them and by them
to build a picture of who they are and how they work.
13. What we want from you is research a specific person that works in the part of the industry
you made your illustrated guide for. Focus on those involved in the production of media,
rather than people who just appear in it.
Find out as much as you can about them, to help you produce your fact file.
We want to know what their education was like, what experience they have and what skills
they have. Find quotes about them. Read about them. Get a good picture of who they are
and how they got to where they are.
Write down the information that you find, and keep a record of where you found it. It’s best
to get lots of research, and then pick the most useful information from that.
14. When making a fact file, think carefully about all the elements involved.
A good fact file will have:
• Concise and relevant information
• Quotes about the practitioner
• Information on their work and achievements
• Background on how they got in to the industry
• What insight you have taken from this that can help you in your
development?
This information can be presented with graphics, typography and a colour
scheme.
15. Jason Blum is an American film producer mainly focusing on the horror genre. I believe he started filming horrors as Halloween was his
favourite holiday quoted here ”Halloween was definitely the biggest holiday when I was a kid. We started making our Halloween
costumes in August. Me and my mom. My mom was a single mom; it was just her and I.” He has also been a television producer. Jason
was born on the 20th of February 1969 in Los Angeles, California in the USA. He graduated of Vassar college in 1991 and got his first film
as a producer in 1995 producing the film ‘Kicking and Screaming’ a comedy-drama about a group of college graduates that refuse to
move on with their lives, each in their own peculiar way. After this he founded “Blumhouse Productions” in 2000. Blumehouse
Productions specializes in making micro-budget film this gives the directors full creative control over the films, he states “All of our
movies are lower budget, and that makes them more interesting, too: we have to come up with solutions other than throwing money at
problems.” This quote just shows how humble he is as a million air and still making low budget films. His first big movie he produced was
‘Paranormal Activity’ in 2007 the budget on this film was only $15,000 however this film is now an iconic and brought him in $200 million
making him over $199 million in profits which really kick started his film producer career. Blume recognised how much money
“Paranormal Activity” made him so he made 5 more “Paranormal activity’s” from 2007-2015. However Blum didn’t stop there while still
making the “Paranormal Activity” franchise he made two more big franchises the first being “Insidious” which he stared in 2010-2018
consisting of three films and also another iconic horror movie “The Purge” which he made in 2013 and is still going to this day with the
next film being released in 2021 called “The Forever Purge” this is the fifth Purge film being released. Alongside this he made “Sinister” in
2012 another horror and also “Happy Death Day” released in 2017 summing up most of his films he produced making a total of 16 film.
While producing all these iconic film he also worked as an exclusive producer for the television films: “The Normal Heart”, ”The Jinx”,
“BlacKkKlansman”, “Whiplash” and finally “Get Out”. All of these winning several awards and just increasing his legacy as one of the
leading film directors. All of this and he is still only 51 with a net worth of $200 million it will be exciting to see what he does in the
future.
Fact file on Jason Blum
17. What are you currently doing to pursue a career in your chosen field?
The field I am targeting is media a specially video filming/ editing. At the moment I am working
on my skills at school and also away from school this is to improve my skills and reach a level of
filming and editing that will allow me to progress into the media work place. Other than filming
and editing a lot there is not much else I do or could do to improve further.
18. What do you plan to do next in the pursuit of your chosen field?
I would like to go into film editing more then actually filming as I find that I enjoy it more than
filming however I do enjoy going out on shoots as it. So if I could choose what I do next it would
definitely be in film editing however if I could not get into that field of work being a filmer
would be my back up option.
19. Select at least three potential University courses that would help you further your career aims. You should state
what the course is, which university it is run by, the entry requirements and why you think it would help you.
1. Ravensbourne university London.
This is a good option that I could go for as this university has a “editing and post production” course that
looks very interesting as it focuses on the editing side of media this is a section that I would like get into. This
may also be better than other university’s as the courses was made by people that are professional in this
field of work and on top of that the course has a 96.4% employment rate after collage meaning it is quite
likely to move up in the editing industry.
2. The University Of South Wales.
This university is another good option for the field of work I want to get into the course I would choose is the
“MA Film(editing)” I would choose this as it not only because it is good editing specific course but it also has a
lot of paid and unpaid work experience opportunity’s this is good as it guarantees on the job work witch is
good as it will set me up for future jobs and specific on the job and real life work.
3. Met Film School London.
This is a very different university that is focused all about media filming, editing and various other media
specific courses, out of all the courses I would choose the “MA post production” course. I would choose this
as it involves a wide range of different skills that would improve my skills even more including : screen lab,
post production boot camp, advanced editing, essential visual effects, audio and video post production,
research and project methods and lastly he masters project all of these I listed look fun and will build up all
my essential skills to go into an editing field of work. The only downside to this course is that it doesn’t offer
work experience or job opportunity’s like the others.
20. What type of work experience do you think you would need to help you in your future career? How might you
be able to find work experience placements? If you could pick anywhere to do work experience, where would it
be and why?
I think that the best type of work experience I could do is for a post production film or film
company as I would learn a lot about the jobs that I would want to get into. Work experience at
a film company would be good also not only because I would lean about the job but I would get
a feel for doing the job this is good as if I don’t enjoy it I can pursuit a different carrier in another
sector of media and if I do enjoy it and show the company I do it for that I am good enough later
on they might hire me opening more job opportunity’s. I don’t know specifically what company
yet however it would not really matter as they will all be doing the same sort of jobs just
working on different videos and types of video. This is good as if I do several I will find the job
that I want and a company that I want to work for. The one downside to doing several is that it
would take a long time to get all of them however it also will build a hopefully positive
reputation for me in the media sector making it a lot easier to get a job in the future.
21. What specific skills do you need to develop? There should be a mix of industry specific skills and also personal
development points. When you identify these, come up with suggestions as to how you might make those
improvements.
I feel like with the courses I have chosen and will choose in the future by the end of them my
skills should be up to a very high if not professional level as it is all editing specific meaning that
I will be editing pretty much every day. I think at the moment my editing skills are pretty poor
however after I keep editing I should improve pretty quickly and they should just keep
improving until I have mastered it with my own style and editing preference’s. The only proper
way to improve in media/ editing or anything is just to do it as much as you can and over time
you will just keep improving.
22. In 5 years time I will…
In 5 years time I will hopefully be in the video editing industry with a good reputation so there
will be a high demand for my editing skills. Before all of this I will need to get a few smaller jobs
and learn more about the industry. For a lot of video producers they will all be looking for high
reviewed editors or editors that have good reputations as they will be the ‘best’ so I will need to
build my own reputation to get into the media industry and build up from small little jobs until
I’m getting hired by bigger companies looking for my skill set that I will build up over the years.
24. Task 4: Music Video Process Log [2.1, 2.2]
Complete the Music Video Process Log to evidence how you worked technically
during the Music Video production phase. Screenshot and explain how you managed
to get your production finalised.
There is a specific pro forma that you will use for this as part of your music video
production. Ensure that is completed with your Music Video project, to complete this
task.
26. Task 5: End of Year Review [2.1, 2.2, 3.1, 3.2]
Produce an end of year review looking at how you have worked across the year,
considering each stage of production, which productions have worked/not worked,
how you have managed your time, what skills you have developed, how you have
worked with others and how you organised your time, resources and equipment
throughout the year. You should then produce an action plan for Year 2 selecting 5
key areas you wish to focus on to develop further.
Complete the following slides to review your year. You can add images if you want to.
You can get screenshots from any part of your previous projects to support your work
on this.
27. Which productions have worked/not worked?
In my production for this first project a lot worked well and there was also a
lot that didn't work. Stuff that worked well is a had plenty of clips for my
video however something that wasn’t that good about this is there wasn’t
a big range of videos all the clips I filmed looked similar it would have
looked better if I had more of a variety. Also with my editing I got
comfortable working at school and then fell ill the weeks we was editing so
it was a different switch and It did make me have to over come some
hurdles but I finished with a decent video in the end.
28. How you have managed your time?
During this project I would have to say that my time management was quite
poor meaning was behind on a lot of the work however I did finish within
the deadline line. The reason I struggled is that with covid the time when I
was meant to be working were confusing and off putting. However this
shouldn't’t be too difficult to change for my next project as I have already
adapted to this change and will focus my time more productively in future.
29. What skills you have developed?
With this project I have developed loads of different skills that I would haven
never developed if I wasn’t on this cores. I developed all my filing skills
massively mainly having a plan helped a lot getting the right shots. My editing
skills also developed loads as I had never worked on such a big project before
to it also developed how I work under pressure that is still getting better for
my next projects. I have also experimented will a lot of different software's
and now have a good idea on ones I like and will use in future projects.
30. How you have worked with others?
For this project I didn’t have to work with that many different people as
the only time I did was in filming and was quite straight forward as they
are my close friends and know what they are doing. This was also harder to
work with a range of different people as we are in the middle of a global
pandemic during this project.
31. How you organised your time, resources and equipment
throughout the year?
For this project and year it was my first ever time taking media so it was a big
change and did make me adapt to this year. This is why for this first project
all my resources and equipment weren't immediately accessible however
most of this has been overcome for my future and hopefully this year will run
a lot smother.
32. Produce an action plan for Year 2 selecting 5 key areas you wish
to focus on to develop further.
Area to work on Actions to take
Filming angles I will experiment with new different
angles and find ones that work.
Editing I will use editing software as much as I can
so I am comfortable on them.
Lighting I will experiment with different lighting
until I find ones I like and can recreate.
Backgrounds I want to learn how to use green screens
and other background layer edits.
Music and audio I want to learn how to fit audio to videos
more smooth.